ardenne high school · communication 2. barriers to good communication 3. methods of communication...

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GRADE 9

Ardenne High School

Curriculum Guide

Published by Ardenne High School

©November 2019

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INTRODUCTION

The Ardenne High School Grade Nine Curriculum Guide is a joint effort of the Senior Management Team lead by the Principal and the academic staff over the past

year. This curriculum guide is designed to give the parents and guardians of Grade 9 an insight into the content to be covered and assessment as well as possible

strategies to achieve learning at this level over specific periods. The guides provide the outlines from which the teachers will plan lessons, class activities, assessment and

feedback. The provision of this guide is also intended to allow parents/guardians where possible to track the progress of our students.

Please note that the Grade 9 Curriculum is guided by the Ministry of Education, Youth and Information’s new National Standards Curriculum being piloted since 2015.

The content of this curriculum guide is subject to change as the school assesses the needs and capabilities of the students and any changes made at the Caribbean

Council’s level.

ASSESSMENT

TYPES WEIGHTING

Homework 20

Classwork 30

Unit test 50

SEMESTER ONE: SEPTEMBER - FEBRUARY SEMESTER TWO: FEBRUARY - JUNE

Term 1 September - November Term 2 December - February

Term 3 March - June

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TABLE OF CONTENTS

Business Department

Business Basics …………………………………………………………………………………….. 4 – 22

Information Technology……………………………………………………………………………..

English Department

English Language …………………………………………………………………………..………. 23 - 29

English Literature ………………………………………………………………………….……… 30 -36

Geography Department Geography …………………………………………………………………………………………. 37 - 64

Guidance ………………………………………………………………………………………..…………….. 65 -69

History Department

History…………..………………………………………………………………………….……….. 70 - 77

Religious Education………………………………………………………………………………… 78 - 90

Mathematics Department

Mathematics……..…………………………………………………………………………….……. 91 - 97

Modern Languages Department

French…………………………………………………………………………………….…………. 98 - 109

Spanish ……………………………………………………………………………………………… 110 - 121

Sports Department Physical Education…………………………………………………………………………………… 122 - 131

Science Department

Biology……………..………………………………………………………………………………… 132 - 139

Chemistry……………………………………………………………………………………...……… 140 - 146

Physics ………………………………………………………………………………………………. 147 - 152

Agricultural Science …………………………………………………………………………………. 153 - 158

Technical and Vocational Department

Food Nutrition and Health Education …..……………………………………..……………………. 159 - 166

Industrial Techniques ………………………………………………………………………....…….. 167 - 170

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BUSINESS BASICS

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Aims of the Grade 9 Business Basics Curriculum

The unit introduces students to the resources and technology invented for use in the business environment. They will examine the definitions of the terms resources and

technology in a business context and identify the types utilized in business. Additionally, they will explore the advancements that have been made and evaluate new features and

functions as well as the skills and knowledge that are required to utilize the modern equipment. Students will also develop an understanding of the relationship between resources

and technology and their contribution to business activities. They will use their creative and innovative abilities to suggest developments to resources that will satisfy needs or

solve some basic problems experienced by businesses.

Range of Content

What are the key concepts, skills and knowledge students will learn in this subject?

Definition of terms e.g. resources, technology, human resources, non-human resources,

Relationship between resources and technology

Role of resources and technology in business operations

Types of resources and technology utilized in the business environment

Classification of resources

Classification of technology

Difference between human and non-human resources

Advancements/improvements made to business resources

Incorporation of accounting concepts into day to day business operations

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DURATION

40 mins/80

mins – 1

class

TOPIC SPECIFIC OBJECTIVES SUGGESTED

TEACHING/LEARNING

STRATEGIES

ASSESSMENT

UNIT: Students should be able to:

Unit 1.1 2 weeks Types of Business Ownership

1. Reasons for starting a business

2. Types of Business Ownerships

a. Sole Trader

b. Partnership

c. Companies (Limited

and Unlimited)

3. Sources of capital for each type

of business

4. Role of Financial Institutions

as a source of capital

5. Advantages and Disadvantages

of each type of business.

6. Legal requirements for

establishing each type of

business.

Basic skills required to start a

business

1. Define the terms business, capital,

liability, limited liability, unlimited

liability, collateral, loan

2. Discuss the reasons for starting a

business

3. Identify three types of business

ownerships

4. Describe the features of each type

of business ownership

5. Discuss the various sources of

raising capital for each types of

business ownership.

6. Discuss the role of financial

institutions as a source of capital

7. Discuss the advantages and

disadvantages of each type of

business ownership

8. Outline the legal requirement for

establishing each type of business

ownership

9. Outline the procedures for the

formation of each type of business

Critique business names to

determine the type of ownership

e.g. Grace Kennedy Ltd., J & J

Garage, Juici Patties

Listen to a video or guest

presentation or conduct

interviews with individuals who

operate any type of business

outlining the reasons for

operating business, type of

business operated, legal

requirements for establishing the

type of business, advantages and

disadvantages of operating the

types of business.

Types of business

ownerships correctly

defined.

Reasons for

operating business,

features of each type

of business, sources

of raising capital for

each type of

business, advantages

and disadvantages.

Sources of raising

capital.

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10. Suggest the factors which influence

the choice of business

11. Identify the basic skills and

qualification required to operate a

business.

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DURATION

40 mins/80

mins – 1

class

TOPIC SPECIFIC OBJECTIVES SUGGESTED TEACHING/LEARNING

STRATEGIES

ASSESSMENT

UNIT Students should be able to:

Unit 1.2

2 weeks Resources used in

Production

1. Definition of key

terms

2. Factors of

Production

3. Utilization of

Factors of

Production

4. Category of

workers

5. Renewable vs.

Non-renewable

resources

6. Define key terms production,

factors of production, natural

resources (land), human

resources (labour), capital

resources, enterprise, goods and

services.

7. Identify the factors of production

8. Explain the importance of each

factor of production.

9. Discuss how the factors of

production are utilized in the

creation of goods and services.

10. Explain each category of

workers as unskilled, semi-

skilled, skilled or professional

11. Identify natural resources and

their related industries.

12. Differentiate between renewable

and non-renewable resources

used in production.

13. Classify items as renewable or

non-renewable resources.

Select a product from a basket, in

groups students record the resources

(human, non-human, renewable and

non-renewable resources) put into the

production of the item to the point of

purchase by the consumer.

Conduct an interview with various

categories of workers in the school

community e.g. Administrative,

ancillary and academic to determine

their job functions or tasks and the level

of training required to perform duties.

Use an appropriate device to create a

video recording or conduct a tour or

collect pictures of natural resources

found on the school ground or

immediate community

Use textbook or online sources to

conduct research on renewable and

nonrenewable sources of energy. In the

research students will determine:

1. Type of energy e.g. fossil fuel (coal,

Correct definition of terms ‘good’

or ‘service’.

Listing of companies that produce

goods and services.

Classification of factor of

production

Factors of production correctly

defined

Classification of worker in the

appropriate group

Resources correctly classified as

renewable and non-renewable.

Classification table showing

renewable and non-renewable

resources.

Complete project on renewable

and non-renewable resource.

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14. Create a business model for a

product and apply the factors of

production to the creation of a

product.

oil), natural gas, solar

2. Sources from which they are

generated

3. Estimated length of time for

depletion of non-renewable resources

4. Advantages and disadvantages of the

various type of fuel

5. In groups, select the factors of

production that would be required for a

specific economic activity for example

printing of T-Shirts for sale, grocery

store, an internet café. The following

should be explained; natural resources

to be used should be classified as

renewable or non-renewable; jobs

functions to be performed should be

classified according to skill, attitude

and values, skills and attitude, profits to

be made (mark-up and margins),

pricing.

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DURATION

40 mins/80

mins – 1

class


STRATEGIES

ASSESSMENT

Unit Students should be able to:

Unit 1.3 1 week Communication in

Business

1. Elements of good

communication

2. Barriers to good

communication

3. Methods of

communication

Careers associated

with a business

1. Define the term communication

2. Explain the element of the

communication process

3. Explain the elements of good

communication

4. Identify the methods of

communication

5. Discuss the barriers to good

communication

6. Select the appropriate methods

of communication and express

reasons for selection.

7. Discuss safety consideration when

using communication media in a

business

8. Identify careers associated with

using communication media in a

business.

Participate in role play illustrating the

communication process and identify the

features which illustrate the process or cycle.

View video presentation, or play game (Chinese

Telephone) illustrating barriers to good

communication.

Identify the barriers observed and state how it

impacts effective communication and make

recommendations for improvement.

Conduct a research online or use textbooks to

identify examples of the methods used in

business.

Conduct a research and develop a set of

protocols for a business to communicate use of

any two of the following email, meetings, letters,

memorandum, telephone messages, flyers, press

releases Prepare a written presentation outlining

the protocol/procedure for each and the safety

considerations to adhere to.

Illustration of the communication

cycle

Barriers to effective

communication identified

Protocol for different types of

communication

UNIT TEST 1

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DURATION

40 mins/80 mins

– 1 class


TEACHING/LEARNING

STRATEGIES

ASSESSMENT


Unit 1.4

2 Weeks

Banking Services

1. Forms of Money

2. Definitions of Key

terms associated

with banking

3. Services provided

by Banks

4. Advantages of a

cheque

5. Parts of a cheque

6. Safety guidelines

for drawing

cheques

7. Benefits of ATMs

8. Identify forms of money used to

acquire goods and services.

9. Define the terms: commercial

banks, bank deposits, cheques

cash, notes, withdrawal,

deposits, lodgement, currency

memorandum, automatic

banking, Personal Identification

Number (PIN), debit card and

credit cards,

10. Identify services provided by

banks to businesses

11. Discuss the advantages of using

cheques in business

transactions.

12. Explain the parts of a cheque.

13. Discuss the safety guidelines

for drawing cheques.

14. Fill in appropriate information

in a blank cheque from given

scenario.

15. Discuss the benefits of an

Automated Teller

Collect different forms of

money and sort them into

three categories paper notes,

coins and bank deposits.

View samples of documents

that business owners use to

transact business at the

commercial banks for

example cheque, withdrawal

and deposit slips. Analyse

the documents to determine

their purposes.

Watch video presentation or

observe flow chart or listen

to presentation from a class

member on the procedures

for using an automated

teller/banking machine.

Discuss the safety guidelines

for drawing cheques and

other documents

Cut out advertisements for

jobs in the banking field

Organise money into three categories and correct

denominations.

Cheque correctly labelled.

Correct completion of blank cheque using

information provided.

Safety consideration when using cheque.

Explain correct procedures for using the ATM.

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Machine/online banking to a

business.

16. Explain the procedures for

using an Automated Teller

Machine (ATM)/online

banking.

17. Outline the safety consideration

for using an ATM/online

banking.

18. Identify the careers, skills and

training, associated with

banking services ICT.

from the newspaper,

magazine or retrieve from

online sources. Paste clips in

manuscript and use the

information to create a table

showing the careers in the

banking industry,

qualification and job

functions.

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DURATION

40 mins/80

mins – 1

class


TEACHING/LEARNING

STRATEGIES

ASSESSMENT

UNIT

Unit 1.5 6-8 weeks Introduction to basic

Accounting terms and

Records

1. Main users of

accounting

2. Accounting vs. Book-

keeping

3. Simple accounting

terms: assets, liability,

capital

4. Classify resources

into assets, liabilities

and capital

5. Accounting Equation

6. Simple Balance Sheet

7. Ledgers

8. Trial Balance

9. Trading, Profit and

Loss Account

1. Explain the purpose of accounting

2. Identify the main users of accounting and

how they use accounting information

3. Explain simple accounting terms relevant to

business transactions.

4. Differentiate between accounting and book-

keeping

5. Classify resources as assets, liability and

capital as relevant to business

6. Discuss the relevance of the accounting

equation to a business

7. Apply mathematical operation to re-arrange

the accounting equation to find the missing

figure.

8. Calculate the asset, liability and capital of a

business using the balance sheet equation.

9. Construct a simple balance sheet in basic

format

UNIT TEST 2

10. Post transactions to the Ledgers.

11. Interpret balances from the ledgers.

View a video or PowerPoint

presentation or listen to guest

presentation on the purposes and

users of accounting information.

In groups conduct a research online

or use textbooks to identify the

basic terms associated with

accounting e.g. bookkeeping, assets,

capital, liabilities, credit, debit etc.

Interview teachers in the school or

surrounding communities to

determine what is owned and what

is owed

Participate in teacher-led discuss to

understand the relevance of

accounting equation of Asset =

Liability (A = L) to a business.

Watch video presentation

illustrating the concept of the

accounting equation to further

reinforce concept

Record examples of assets,

liabilities and capital mentioned in

the video presentation.

Correct definition of key

terms relevant to

accounting transactions.

Correctly differentiate

between accounting and

book-keeping.

Correct calculation of the

assets, liabilities and

capital for a given

scenario.

Students are able to

prepare a Balance Sheet

from double entry

transactions.

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12. Prepare and balance a Trial Balance,

Balance Sheet and Trading, Profit and Loss

Account from ledger balances.

Solve simple problems to calculate

the asset, liability or capital for a

given transaction.

Draw up a simple ‘T’ balance sheet

to illustrate the accounting equation

using information given in a

scenario.

Simulate a business of their own

and prepare a report to include the

following:

a. list of the assets, liabilities and

capital of the business

b. pictures to illustrate the assets of

the business

c. a simple balance sheet showing

the value assets, liabilities and

capital (accounting equation

should be used to create a

balance, Assets = Liabilities +

capital)

d. dictionary clearly explaining the

relevant accounting

terminologies

Prepare double entry transactions.

Use scenarios that will help students

understand debit vs. credit.

Prepare Final Accounts.

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INFORMATION

TECHNOLOGY

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Aims of the Grade 9 Information Technology (IT) Curriculum

The 21st century learner lives in a technologically charged environment and IT will provide them with the requisite knowledge and skills to understand the underpinnings of

current technology and to prepare them for utilizing new and emerging technologies. The Grades 9 Information Technology (IT) curriculum will introduce students to the

opportunities afforded by this dynamic field and begin to prepare them for a wide range of rewarding careers as well as for personal use. IT is relevant as it incorporates a wide

range of problem solving techniques and skills that is needed for life-long learning. The fundamental purpose of the IT curriculum is to provide students with knowledge, skills

and attitudes that will enable them to achieve success at every stage of life be it personal, professional or academically.

The goals of the IT curriculum are to enable students to:

achieve an understanding of IT concepts

develop essential skills such as critical thinking skills and research and enquiry skills.

utilize the knowledge, skills and attitudes acquired through the study of IT to a variety of learning tasks in other subject areas

develop life-long learning habits that will assist students in adapting to new and emerging technologies

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DURATION

40

mins/80mins

– 1 class


STRATEGIES

ASSESSMENT


Unit 1.1 1 week Computer

Health and

Safety

Safe and healthy

behaviors in the

computer lab

Computer

related disorders

and illnesses

Negative effects

of electronic

devices on the

environment.

Care and

maintenance of

Computer

Equipment.

Discuss Ergonomics and how it

affects computer related disorders

Discuss various computer related

disorders/illnesses and methods to

prevent them.

Apply and adapt appropriate health

and safety practices while using a

computer system.

Examine the negative effects of

electronic devices on the

environment

Display safe and healthy behaviours

in the computer lab and while

operating the computer system.

Demonstrate proper care and

maintenance of computer equipment

and accessories.

Design a computer or electronic

devices safety programme.

Students can develop in groups their

own computer lab rules and dramatize

it.

View a video on ergonomically

designed equipment and furniture and

discuss.

View pictures of computer system

usage and classify as ergonomically

safe or unsafe.

Use dramatization to communicate

comparisons between correct and

incorrect usage of computers.

Discuss safety procedures to be

observed in a computer lab using cases

(Do’s and Don’t’s).

NB. PLEASE VIEW NSC

CURRICULUM FOR ADDITIONAL

SUGGESTED TEACHING AND

LEARNING STRATEGIES.

Picture Collage created to accurately

highlight ergonomically safe and

unsafe practices.

Projects, essays, blogs of computer

related illnesses/disorders.

Presentations

Flyer/song/poem communicating

computer lab rules

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DURATION

40 mins/80mins

– 1 class

TOPIC SPECIFIC

OBJECTIVES

SUGGESTED TEACHING/LEARNING

STRATEGIES

ASSESSMENT

UNIT: Students should be able

to:

1.2

4 weeks Foundations of Hardware and Software

The Computer

History of Computer Development (Project) First Generation

Second Generation etc.

Types of Computers

Mainframe computers

Supercomputers etc.

Hardware components of a Computer

Types of Software

Hardcopy vs. Softcopy

UNIT TEST 1

Input devices

What it is and basic examples

Output Devices

What it is and basic examples such as

Printers, Monitors etc.

Types of Printers e.g Impact vs. Non-

impact

Central Processing Unit

Primary and Secondary Storage

Define the

terms: computer,

computer

system,

computer

hardware,

computer

software.

Differentiate

between data

and information

Trace the

historical

development of

computers.

Compare the

different types

of computers

and assess their

key hardware

components and

performance

levels.

Explain the

Formulate a definition of the terms above

in objective 1 and create a glossary or

Pictionary.

View a video on hardware components of

a computer.

Draw the Processing cycle to show the

relationship between input, processing,

output and storage.

In groups label the different functions of

the keyboard.

Give students examples of input, storage,

processing and output devices and classify

them based on the table below:

INPUT

DEVICES

OUTPUT

DEVICES

PROCESSING STORAGE

DEVICES

Video created by

students showing

hardware components

correctly classified

according to their

functions.

Diagrams of timeline

created to show the

development of

computers.

Song/poem/scrapbook

portraying the

timeline of computer

development.

Table prepared

categorizing the two

(2) main types of

software.

Output devices

matched with their

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basic functions

of the hardware

components

(input, output,

storage and

processing)

Classify

hardware

devices as input,

output, storage

and processing.

Classify

software into the

two main

categories:

system and

application.

Differentiate

between

Hardcopy and

Softcopy output

UNIT TEST

1

Describe

different input

devices and their

uses.

functions.

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Differentiate

between Manual

and

Automated/Sour

ce Data Entry

devices.

Describe

different output

devices and their

uses.

Differentiate

amongst the

various types of

printers stating

their advantages

and

disadvantages.

Discuss the role

of the Central

Processing Unit

and its

components.

Differentiate

between primary

and secondary

storage using

examples.

Describe

different storage

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media and their

uses.

Describe the

concept of cloud

computing and

examine how it

has impacted

storage.

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DURATION

40 mins/80mins

– 1 class


TEACHING/LEARNING

STRATEGIES

ASSESSMENT


Unit 1.3 2 weeks Computer Ethics and

Research

• Basic

computer ethics

terms

• Referencing

Styles

• Unethical

and Ethical

behaviours relating

to the internet

•

Consequence

s of Unethical

Practices

• Presenting

and Evaluating

offline and online

information

Define terms associated with

computer ethics and its practice

(ethics, moral, computer ethics,

intellectual property right,

plagiarism, trademark, copyright,

etc.)

Define terms related to unethical

behaviours such as ‘trolling’,

‘cyber bullying’ ‘cyber stalking’,

and software piracy

Describe the possible results of

unethical practices using online

resources

Evaluate scenarios to determine

whether or not

responsible/ethical practices

ensued.

Identify Internet practices for

which an individual is punishable

by local laws

Recommend appropriate

behaviours when using the

Identify online and offline

sources from a list of sources

provided.

Create a short

video/poster/brochure

illustrating ethical practices

governing the use of offline

and online sources.

Give students scenarios and

have them justify whether it is

ethical or unethical practice.

E.g. A Grade 8 girl types

in her age as 18 years old

so as to gain access to a

certain website.

OR

An 11 year old girl signs

up Facebook as 18 years to

attract older males.

Be given a list of references

that are scrambled. Put the

Debate the issue of software piracy

Researched data accurately

referenced

List of Do’s and Don’ts appropriately

address behaviours on the internet.

Presentation on the roles and

functions of at least three (3)

Jamaican organizations which protect

content developers.

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Internet.

Describe the role/function of at

least three Jamaican

organizations that are responsible

for protecting the rights of

content creators

Apply the APA and MLA styles

when making reference to online

and offline sources

reference in the correct order

according to APA or MLA

referencing format.

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DURATION

40 mins/80mins

– 1 class


STRATEGIES

ASSESSMENT

UNIT: Students should be able

to:

Unit

1.4:

2 weeks Problem Solving and

Program Design

Problem Solving

and The Defining

Diagram

a. Steps in

Problem-

Solving

b. Solving

simple

problems

c. The Defining

Diagram

d.

state the five steps

involved in problem

solving

solve basic everyday

problems

tell the purpose of a

defining diagram

draw a defining diagram

solve simple computer

problems using the

defining diagram

appreciate the need to

analyze and solve

problems

Have students watch a video outlining a

problem and develop a solution to the problem

seen.

Give students a real-life scenario (E.g how to

bake a cake or how to retrieve messages from

their voicemail) and have them outline the

steps to solving these scenarios.

Use a defining diagram to breakdown

problems given into Input/Processing/Output.

In class Practise Drills

Have students give a real life problem they

face and develop a solution to it using the

Problem Solving Phase.

1. Problem solving steps listed

2. Students solve given problems

3. Defining diagrams created

depicting problem solving

situations in computing.

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Students Textbooks:

Information Technology Made Simple by George King and Tiffany Forbes

CXC/CSEC Information Technology A Guide to Problem-Solving and Program Design by P. Francis- Cobley

Assessment Procedures include: Learning Experiences include:

1. Two Unit Tests 1. Small group assignments

2. At least two (2) Class Work 2. Individual assignments

3. At least two (2) Home Work 3. Oral presentations (individual and group)

4. Projects 4. Role Plays

30

DURATION

40

mins/80mins

– 1 class


TEACHING/LEARNING

STRATEGIES

Assessment

Unit Students should be able to:

TERM

ONE:

FEBRUARY

TO JUNE

Unit 1.5: 2

weeks

Unit 1.6: 4

weeks

Word Processing:

Keyboard Mastery

KEYBOARDING

TECHNIQUES

a. Developing

speed and

accuracy

a. Correct

Posture at the

keyboard

b. Correct

spacing after

punctuations

CREATING A

WORD

DOCUMENT

Practise and develop speed

and accuracy at the keyboard

using proper touch

keyboarding techniques on

alphanumeric keys.

demonstrate correct posture at

the computer.

use correct spacing after

punctuation marks.

label the MS Word Window

select appropriate margins, paper

size and paper orientation for

specific documents.

use the Undo and Redo functions

apply page numbering

create a Header and Footer

use Superscript and Subscript to

Demonstrate correct use of the

computer using the home keys.

Illustrate the use of the keyboard

Illustrate videos on correct

computer usage.

Reference ergonomics unit done

in prior class.

Demonstrate correct spacing after

punctuations.

scribe the role of the different

sections of the displayed word

processing interface and draw and

label the word processing window.

Speed drills to demonstrate

proficiency at typing.

Observation and quiz on correct

posture.

Quiz on correct spacing.

Puzzles

Labelling the Word Interface

Creating a word document

to incorporate the use of a

header and footer, subscript,

superscript, paper

orientation, etc.

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a. MS Word Window

b. Selection of

different margins,

paper size and paper

orientation

c. Undo and Redo

Functions

d. Page Numbering

e. -Header and

Footer/Superscript

and Subscript

Word Processing

text

Reproduce a word processing

document with the many formatting

features incorporated.

Discuss the procedures to insert

graphics.

Work in groups to discuss a situation

in their school environment and

compose a letter using mail merge to

the Parents informing them of these

problems.

Use table feature of a word

processing programme to prepare an

electronic copy of their school

timetable.

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FORMATTING

WORD

DOCUMENTS -

a. Spell Check

Function

b. Cut and Paste Text

c. Copying and

Pasting of Text

d. Underlining, Bold

and Italize

Text

e. Font Style, Size and

type

f. Alignment of Text

g. Line Spacing

h. Inserting Bullets

and

Numbering

i. Page Break

j. Pictures

use the spell check Function

cut (remove) text and paste

copy text and paste

underline, bold and Italize

Text

change font style, type and

size

change the alignment of text

change the line spacing of a

paragraph

insert Bullets and Numbering

insert Page Breaks

insert Pictures in a Word

Document

Students will create flyers and

insert their names in a header

Students will create simple

documents and apply basic

formatting features such as

bolding, italizing, font face, etc.

Students will create simple

documents to include pictures,

bullets and numbering, page

breaks, etc.

Reorganize information in a given

document using cut/copy/paste

feature.

Document properly reproduced and

formatted based on instructions.

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INSERTING

COLUMNS AND

CREATING

TABLES

a. Creating a two

column

document

b. Inserting a

column break

c. Creating tables

of different size

and width

d. Rotating text in

a table

e. Adding and

deleting

Columns and

Rows

create a two-column document

insert a column break

create tables of different size

and width

rotate text in a table

add a column and row to a

table

delete a column and row in a

table

Students will create 2 column

brochures

Students will create menus and

recipes incorporating bullets and

numbering, pictures, etc.

Students will create a table showing

their time table

Incorporating columns and tables in a

given document

Documents created showcasing recipes

and menus

Students time table properly reproduced

and formatted

34

DURATION

40 mins/80mins

– 1 class

Topic SPECIFIC OBJECTIVES SUGGESTED TEACHING/LEARNING STRATEGIES Assessment

Unit Students should be

able to:

February

to June

Unit 1.7: 4

weeks

Spreadsheet

Management

1. Uses Of

Spreadsheet

2. Key

Terminologies

3. Spreadsheet

Functions

Charts

1. Examine the use of a

Spreadsheet software

2. Define key terms

associated with

spreadsheets

3. Create basic spreadsheet

4. Insert basic sum,

average, maximum and

minimum functions.

5. Merge and Center

heading

Discuss key terms associated with spreadsheet from a

projected image of a spreadsheet window then complete a

crossword puzzle using these terms.

Launch a spreadsheet application, describe the role of the

different sections of the

displayed spreadsheet interface and draw and label the main

parts of spreadsheet

window. Compare the spreadsheet application interface to a

word processing

application interface.

View a video demonstrating how data is entered into cells

and formatted.

Observe teacher computing using simple arithmetic

formulae/functions in a

spreadsheet, and then engage in a discussion about their

observations.

Demonstrate solving a problem using specific electronic

Crossword puzzle with

spreadsheet terms correctly

completed.

Parts of the spreadsheet

application interface correctly

labelled

Formulae and functions

appropriately used in a

spreadsheet document to solve

problems.

Appropriate chart type selected

based on scenarios.

Data graphically represented

using appropriate charts

35

spreadsheet arithmetic

operations.

Collect the following data from at least 10 members of their

class: name, age, shoe

size and height. Students will enter the data in a spreadsheet

application similar

to the table below:

Name Height Age Shoe Size

Anna 120cm 12 3

Beth 127cm 11 2

Simon 140cm 12 4

36

Students Textbook:

Grade 9 Instructional Manual by Natalee Johnson and Andrienne Jones available at the schools book shop

Assessment Procedures include: Learning Experiences include:

1. Two Unit Tests 3. Minimum two (2) Home Work 1. Question and Answer Sessions 3. Class Reading

2. Minimum two (2) Class Work 4. Quiz 2. Drilling Exercises 4. Computer Oriented Exercis

37

ENGLISH LANGUAGE

38

UNIT/THEME DURATION

TOPIC SPECIFIC OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES

ASSESSMENT

TERM ONE Students should be able to:

Theme 1: Heritage-

Connecting Past,

Present, Future.

5 weeks Persuasive

Writing

1. Define Persuasive Writing

2. Identify the features and devices of

persuasive writing

3. Employ persuasive devices

accurately and effectively in

different contexts

Writing a blog

Collage

Poetry

Advertisements

Students will write a

Letter to the Editor

Theme 1: Heritage-

Connecting Past,

Present, Future.

Grammar:

Pronouns

Nouns

1. Identify and differentiate between

the various types of pronouns.

2. Employ their knowledge about types

of pronouns in persuasive writing.

3. Work cooperatively in groups to

complete tasks about types of

pronouns in collaboration with the

theme.


the various types of nouns.


of nouns to persuasive writing.


Oral discussions

Pronouns games

Worksheets with nouns

Unscramble words and sentences


Friendly Letter about the

topic.

Completing activities in

a workbook.

Students will complete

Workbook activities.

39

complete tasks about types of noun

in relation to the theme.

Comprehension

Context Clues

Main Idea

1. Use context clues to arrive at

implied ideas.

2. Use their own words to convey facts

stated explicitly.

3. Work cooperatively in small groups

to identify facts stated explicitly

1. Read given paragraphs and identify

the main ideas.

2. Explain the distinction between

main and subordinate ideas.

3. Select examples of relevant

subordinate ideas to match main

ideas while listening respectfully to

each other’s responses

Play the “Guess Who” game

Read comprehension passages

Students will be asked to give a

summary of their daily activities.

Dramatic reading of paragraphs

Complete

Comprehension activities

from English for All

Complete summary

activities from English

for All.

Theme 2: Refining

My Character

6 weeks Expository

Writing

1. Define Expository Writing

2. Differentiate the different types of

expository writing

Research project

Fashion show

Blogging

Students will work in

groups to create a

Portfolio of all 4 types of

40

3. Identify the different features of

each type of expository writing

4. Discuss the features of cause and

effect.

5. Discuss the features of problem

solution

6. Discuss the effects of sequencing

7. Discuss the features of compare and

contrast

8. Write effective expository essays

Video

Critique

Panel discussions

Oral presentations

Expository Writing

Grammar:

Subject and

Predicate

Transitive and

Intransitive

Verbs


the simple and complete subject and

predicate.


of subject and predicate to

expository writing.


complete tasks about types of

subject and predicate in

collaboration with the theme.


transitive and intransitive verbs.


of transitive and intransitive verbs to

Role play

Writing paragraphs while applying

the rules.

Students will complete

workbook activities.

Students will create

sentences using subject

and predicate

41

expository paragraph writing.


complete tasks about transitive and

intransitive verbs in collaboration

with the theme.

Comprehension

Denotative and

Connotative

Language

Antonyms and

Synonyms

1. Explain the difference between

denotative and connotative

language.

2. Answer comprehension questions

about the denotation of certain

expressions while assessing their

parents’ attitudes.

3. Use their general knowledge to give

the connotation of certain

expressions

1. Define and differentiate synonyms

and antonyms

2. Use their knowledge of antonyms

and synonyms to help them decipher

the meaning of comprehension

passages.

3. Create sentences with synonyms and

Active discussions

Games

Vocabulary pool

Synonym and Antonym games

Responding to questions at

various levels

42

antonyms in relation to the topic.

TERM 2 Students should be able to:

Theme 3:

Establishing

Healthy

Relationships

5 weeks Descriptive

Narrative

1. Define descriptive narrative

2. Understand the importance of the

use of adjective and adverbs in

descriptive

Writing

3. Identify the figurative devices used

in descriptive writing

4. Identify the four aspects of narrative

writing

5. Employ both descriptive and

narrative elements to effectively

compose a descriptive narrative

essay

Cartoon Strips

Watching a video and create a Venn

diagram

Talk show

Missing person/wanted poster

Descriptive Writing essay

FIRST SEMESTER EXAMINATIONS(until Feb 14)

Theme 4: Defining

my destiny

5 weeks Business letter

Writing

1. Provide examples of appropriate

contexts for the use of business

letters

2. Identify the components of the

business letter format

3. Differentiate between the two types

of business letter formats

4. Explain what is a memo

5. Identify the parts of a memo

6. Use the appropriate tone and diction

for business and memo documents

7. Use the 5 W’s in writing effective

Word Phrase Puzzles

Commercials

Panel Discussion

Debate

Job Application Letter

43

business letters and memo

Term 4 Students should be able to:

Theme 5: The 21st

Century Learner

4 weeks Summary

Writing

1. Identify and explain what a

summary is.

2. Discuss the parts of a summary.

3. Identify and explain the importance

of a summary.

4. Delete all excess information from

passages.

5. Construct a proper summary of a

literature.

Create songs/poems

Drama production

Posters

Animations

Summary of a selected

literature piece.

Unit test

The 21st Century

Learner

5 weeks Collection of

all four types of

writing

1. Identify and explain all forms of

writing- providing examples.

2. Discuss the roles and importance of

all types of writing discussed and

how they are necessary for the

growth and development of an

individual.

3. Express why these forms of writing

are necessary to be taught.

Posters

Advertisements

Comic strips

Songs/ drama

Discussions

Drama Production

44

ENGLISH LITERATURE

45

TOPIC DURATION SPECIFIC OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES

ASSESSMENT

TERM 1:

SEPTEMBER

TO JANUARY.

UNIT/

THEME

Students should be able to:

Unit 1,

Theme: Heritage-

Connecting Past,

Present and

Future.

September-

January

Heritage in

the Jamaican

Secondary

Education

system.

Text: Inner

City Girl

Prose/Short

Story:

The Two

Grandmother

s and

Georgia and

them their

United States

2-3 weeks. 1. Define Heritage/Education.

2. Identify at least (2) ways in

which heritage affects education

in today’s society.

3. Discuss three aspects of culture

relevant to education.

Group Presentations.

Pictorials

Advertisements

Editorials.

Critique of the role of

heritage in the

education sector-

personal journal

responses

46

Role of

Background

Knowledge

Text: Inner

City Girl

Poem:

Dreaming

Black Boy

2 weeks 1. Provide background

information about the author.

2. Identify the genre of the novel.

3. Discuss the purpose of the

blurb, cover of the book and the

introductory chapters.

4. Comment on the attitude of the

persona from the poem.

5. Discuss the impact of

discrimination.

6. Explain the effectiveness of two

poetic devices.

Group presentation

Oral presentation

Pictorial presentations

Research

Biography of the

author.

Personal revised

version of the cover

with respect to heritage

Characterizati

on

Revision of

both POEM

AND SHORT

STORY.

2 weeks 1. Define the term

characterization?

2. Identify and explain the types of

characters.

3. Identify the types of characters

found in the novel.

4. Comment on the role of each

character.

Pictorial

Group work

Songs/ poems

Comic strips

Identify at least one of

each type of character

taught in the novel,

Inner City Girl, giving

reasons for each.

Create a short play

involving at least 2

types of characters

taught.

Unit 2,

Theme:

Refining my

Character

2-3

weeks.

Themes/

Symbols/ Irony

1. Cartoon Strips

Watching a video and create a

Venn diagram

Debate

Panel Discussion

Students should work

in groups to create

Inter-Chapter theme

Posters inclusive of

symbols.

Rewrite the ending of

the story.

47

Text: Inner

City Girl

Prose

2 weeks Plot

Text: Inner

City Girl

Poem:

1. Define the term plot.

2. Identify the sections that are

necessary for the development

of a plot.

3. Identify steps to create an

effective plot.

4. Comment on the significance of

the title of the poem.

5. Summarize the poem

Word Phrase Puzzles

Commercials

Panel Discussion

Debate

A Comic Strip

3/D model of the plot

of the text.

Unit 3,

Theme:

Establishing

Healthy

Relationships.

2-3 weeks Setting

Text: Inner

City Girl

Prose: .

1. Identify and explain what is a

setting

2. Identify and explain the

importance of a setting.

3. Critique the setting provided in

the novel.

4. Discuss the importance of

setting in the short story.

5. Comment on the role of satire in

the story.

6. Explain the use of

characterization in the story.

Create songs/poems

Drama production

Posters

Animations

Students will create 3D

model or drawing of

the physical setting.

Students will create a

poster reflecting each

of the female characters

from the story.

48

2 weeks Point of View

Poem:

1. Explain all forms of point of

view.

2. Discuss the importance of point

of view.

3. Comment on the role of the

mother from the poem.

4. Express their views on male-

female relationships.

5. Comment on the use of poetic

devices.

Posters

Advertisements

Comic strips

Songs/ drama

Discussions

PowerPoint.

Creative Writing Piece


TERM 2:

Unit 4, Theme:

Defining my

destiny

2-3 weeks Background to

the play

Life of the

playwright

Text: As You

Like It. –

William

Shakespeare

Prose

1. Describe the life of the playwright

2. Contribution to literature

3. Discuss the era during

Shakespeare time and the present

era.

Do a research on the inheritance

in the 18th

century/Shakespearean

era.

Biography of

playwright (Research)

Locate contemporary

picture to represent

setting and character

from the story, explain

why picture is a good

representation

Write descriptions of

characters.

49

2-3 weeks Technique

s used by

the writer

Themes

Plot

Characteri

stics of

Drama/El

ements.

Text: As You

Like It

Poem:

1. State the techniques used by the

writer

2. Analyze themes in the story

3. Outline the happenings in each

scene

Journal entry on thoughts about

the story, characters, etc. as they

read the play.

In a tabular form do comparison-

contrast between life of Oliver

and Orlando

List techniques used by

playwright – support

with examples (respond

to questions)

Explain themes from

the story

Write summaries (in

tabular form)

Unit 5, Theme:

The 21st century

learner.

2-3 weeks Setting

Characte

rs

Text: Green

Days by the

River –

Michael

Anthony

Prose

1. Provide vivid details of the

settings in the story and the

play.

2. Describe the characters from the

story and novel.

Do a project on Green Days by

the River

Pictorial presentation

Locate contemporary

pictures to represent

setting and character

from the story and they

play.

Explain why picture is

a good representation

Write descriptions of

characters.

Explain how characters

bring out themes

50

2-3 weeks Literary

essay

Text:

Poem

1. Identify what is a literary essay.

2. Identify the parts of the essay.

3. State the role and function of

the literary essay.

4. Outline the steps in writing the

literary essay.

Debates

Venn diagrams for comparison

and contrasts

Write poems

Oral presentation/ recitation

Respond to questions

based on the elements

Argue titles and their

appropriateness

Support themes with

evidence from the

poem and prose.

51

GEOGRAPHY

52

DURATION

40 min/80 min

= 1 Class


LEARNING ACTIVITIES

ASSESSMENT


TERM ONE

SEPTEMBER

TO

JANUARY

Unit 1.1 - 5 weeks Introduction to

Population

(Migration and

Settlement –

Caribbean and

World)

Population size

and distribution in

selected Caribbean

islands

Regional,

international and

Forced migration

(human trafficking

)

Global safety and

security

Statistical

diagrams,

Proportional

circles, flow line

maps, dot maps

Define the terms

population, migration and

settlement

Using a dot map,

describe Jamaica’s population

distribution

Given population data,

create a simple dot map.

Outline how major

physical landform features

influence population

distribution in Jamaica

Explain the

concentration of Jamaica’s

population in coastal zones.

Draw simple bar graphs

to show population of Jamaica

by parish

Compare urban

settlements to rural settlements

in Jamaica.

Identify the two main

categories of migration

Citing evidence, from

given scenarios, explain why

people move from one place to

another in Jamaica.

In groups, brainstorm to arrive at a

definition of the term population. After

arriving at the definition, given a blank

map of Jamaica and population figures

for each parish design a method to

represent the population figures on the

map. Compare the method designed to a

Dot map of Jamaica. Write a simple

description of where the population is

mainly found in Jamaica.

Overlay the population distribution map

on other types of maps such as a relief

map or economic resource map of

Jamaica and simply describe how the

population spread is influenced by other

factors.

Using Google Earth, project a map of

the community on the whiteboard or on

a wall. Obtain the population data from

STATIN or PIOJ for major towns and

cities in Jamaica. Cut paper circles of

specific diameters to represent set

numbers of people. Write a description

of the spread and factors affecting the

spread.

As a class, create a bar graph by

arranging themselves into twelve lines

Description of the

population spread

accurate; method

designed to show

population spread.

Dot map accurately

interpreted.

Spread of

population

accurately related to

other factors such as

relief of land.

Dot map accurately

create

Bar graph accurately

created. Axes

correctly labelled;

information

interpreted

accurately

Bar graph is

accurately drawn

and labelled.

Criteria for

determining rural

and urban framed;

settlements

53

Identify the main types

of migration in Jamaica.

Identify the effects of

migration on rural and urban

settlements in Jamaica

Construct flow

charts/flow maps to show the

migration of people

Understand how

population data is obtained

Cooperate with census

takers.

according to the date and month they

were born. Using chalk, draw and label

the axes of the bar graph on the floor.

Draw an outline around the students in

each line to represent the bar. Label the

axes appropriately. Discuss what each

bar represents.

Using a graph sheet, draw bars to

represent the number of people in each

parish in Jamaica. Label axes

appropriately.

In groups, brainstorm to arrive at a set

of criteria to determine when a

settlement may be considered rural or

urban. Conduct research to identify the

present standard used to determine rural

and urban. Examine photographs

showing various communities. Based on

the criteria developed categorise each

community examined as a rural

settlement or urban settlement.

In groups, given stories detailing

migration experiences written by the

teacher or downloaded offline, students

should identify the categories of

migration and list the reasons people

move from a place; reasons they

selected a particular destination and the

effects the migration would have on the

place they left and the place in which

they settled.

Write and produce a short play

containing information on reasons

accurately

classified;

Categories of

migration correctly

identified; reasons

for migration

identified

At least five reasons

people migrate

depicted; at least

two effects on the

source areas and two

effects on the

destination

identified.

At least five reasons

for migration

accurately identified

from a photograph.

Flow Line map

accurately created -

arrows accurately

placed to show

source and

destination (and

volume of migrants)

Datasheets

accurately filled in;

census conducted

successfully; steps

for conducting a

census identified.

54

persons may migrate from their

community and reasons they select their

destination. The play should also

identify some of the effects of migration

from one area to the next.

In groups, students should discuss a

given cartoon/photograph to determine

reasons people migrate.

In groups, given migration figures; a

blank map of Jamaica and arrow

cutouts, design a flowchart to show

movement from one area to another.

Arrows should be positioned from the

source to the destination. Arrows may

be scaled to show the volume of

migrants.

In groups, determine types of

information they would like to find out

about a selected group in the school.

Conduct research on how censuses are

carried out and design a method of

collecting the information needed.

Conduct the census and gather the data.

Unit 1.2 – 4 weeks Interpreting

Maps and

Photographs

Map Symbols

Direction and

Bearing

Measuring curved

distances

Four- and Six-

Figure grid

Formulate definitions

for the terms scale; height; contour; vertical

interval; bearing

Use the eight-point

compass to find

direction on a map from one place to another

Use a protractor to

calculate angular

• In groups, use a magnetic compass to find

north. Given a set of labelled arrows,

create an eight-point compass rose at a

selected point to match the readings on the

magnetic compass. Students may place a

replica of some selected physical feature

at the centre of the compass rose. After all

the groups have created their individual

compass roses, students may begin to

measure the direction from one point to

• Correctly using a

magnetic

compass;

compass rose

accurate;

Protractor used

accurately;

angular bearing found (± 2

0)

55

reference

Representing

height

Simple cross

section and

Intervisibility

Gradient

Sketch maps

Analyzing maps

bearing on a map from

one point from another

Explain why angular

bearing is important

Use the linear scale to

measure straight line

and simple curved distances between two

places.

Express the scale of a

map as a ratio or a

statement

Construct grids using

intersecting vertical and

horizontal lines

Identify Eastings and Northings on maps

Find locations using four-figure grid references

Draw simple maps to scale.

Identify how height is

represented on maps

Identify simple

landform features from

contours

Associate the landforms

shown on maps to

features shown in

Photographs, satellite

imagery and in the

natural environment.

another. To precisely determine the

direction, students will run a piece to

string from their position to the object for

which they want to find the direction.

After constructing the paper compass rose at

a selected point, students will run a piece of

string from the centre of the compass rose to

another point/feature in the room. Given a

large protractor, students will place it on the

compass rose, with the zero on the

protractor aligned to the North arrow on the

compass rose. They will read the value on

the protractor, at the point the string passes

through the arc of the protractor.

• Individually, given topographic sheets,

and a worksheet, students will transfer the

skills of finding direction to the map. On

the map, the required points will be

located. An eight-point compass rose will

be accurately drawn and labelled at one

point using a pencil. From the centre of

the compass rose a line will be drawn

straight to the second point. The direction

of the second point from the first will be

read. The student protractor will be used

to find the angular bearing.

• In groups, given clues students will be

• Correctly

positioning the

protractor;

Reading the

protractor

accurately

• Eight-point

compass rose

accurately drawn

and labelled on

map; direction

accurately

was given;

bearing accurately

• Location plotted

accurately

56

Draw simple cross-

sections from contour

lines

Construct a sixteen-

point compass

Use a protractor to

measure angular bearing

from one point to another

Explain the relationship

between compass direction and angular

bearing

Establish the direction

and bearing of one point

from another point on a map

State the absolute

location of places using

six-figure grid

references

Identify the ways in

which a map scale may

be represented

State map scales as

statements

Measure curved and

straight-line distances

between points on maps

Calculate distances

using map scales

Enlarge and reduce map

sections to scale

required to use the compass to find

direction to “hidden treasure”. When each treasure has been located, students will

identify the location of the treasure on a

map of the school campus. The teacher may generate this map from Google Earth.

Write a short paragraph explaining why

angular bearings are used with directions.

Students can research careers which require

the use of a magnetic compass and the

ability to read directions and bearings

accurately.

• In groups, students will create pieces

for a diorama replicating natural and man-

made features found in the environment.

Place the pieces created at various points

in the room. Students will use a measuring

tape to measure the straight line distances

between selected points of the diorama.

Record these measurements.

Give each group a blank piece of paper

with a border. Given a map key, students

will accurately sketch the pieces of the diorama, representing the pieces

accurately as conventional symbols. Students will use a ruler to draw a line on

the map and divide into 1-centimetre

At least one

accurate reason

identified

• Distance

accurately

measured and

recorded

• Diorama

accurately

sketched using

symbols in the

Key/Legend;

• Scale accurately

drawn and

labelled;

• Scale accurately

written as a ratio

and as a

statement.

• Paragraph

57

Calculate the new scale

for enlarged or reduced

sections of maps

Describe landforms

represented by contours

on maps

Describe in simple terms the types of slopes that

are represented by contours

Calculate the gradient of

slopes

Construct cross-sections

and determine

intervisibility between

points

Use the Legend/Key to

identify the human

activities that are

undertaken in a given

area

Suggest reasons for the

distribution of specific

activities over an area

Sketch a base map from

an aerial photograph or

satellite imagery.

equal segments. Students will need to

determine what distance in the room should be represented by each centimetre

on the map. When this has been done,

students will label the linear scale drawn. Write the scale created as a ratio and as a

statement.

• Write a short paragraph explaining the

purpose of a scale on a map

• Given a map with a scale, students will use

string and/or paper to measure straight and

curved distances between two points.

Using the scale, convert these distances to

real-life representations. Record

measurements in a table

• Print a blank snake and ladder template

and label the grids. Give each group a die

(dice) and have them play. Given a record

sheet, each student should record each

grid in which they fall. • Make two copies of the sketch maps

students previously drew. Using the first copy of the sketch map, students will draw

intersecting horizontal and vertical lines,

at specific dimensions, as seen on the snakes and ladder. Students will label the

grids similarly to that done on snakes and ladder. They will give the basic locations

of the features drawn on the sketch.

• Looking at a projected simple map with

grids, students will brainstorm to find out how the grids are labelled. Given the

labels EASTINGS and NORTHINGS, students will label the vertical and

accurately details

the importance of

the map scale

• Measurements on

map accurate;

conversions

accurately done

• Location

accurately

recorded Grids

drawn accurately;

location accurately

recorded

• Eastings and

Northings

accurately

labelled; Reasons

for labels accurate

• Location

accurately

recorded; At least

one advantage

listed; grids

appropriately

labelled

• Cone created to

specifications

given; height

58

horizontal lines respectively, giving

reasons for the labels.

On the second copy of the sketch map,

students will label grids using the grid

referencing system. They will find the

location of features on the map using this

system. Write out the advantages of using

grid referencing labelling, rather than a

single label as used on snakes and ladders.

• Using cartridge paper and tape create a

cone that can stand on its own. Write a

description of the cone. Wrap strips of

string around the cone at regular height

intervals from the base to the top. Tape the

ends of the strings together. Record the

height on each strip of string. Make notes

of what happens to the length of the string

from the base of the cone to the apex.

Remove the strings (still taped at the ends)

from the apex to the base and place flat,

one within the other, from the smallest to

the largest on the desk.

• Discuss how the strings still represent the

characteristics (height and width) of the

cone. Lay a strip of paper flat on the

strings dividing them into two equal parts.

Mark on the paper, every point the string

touches the paper and label each point

with the appropriate height. On a graph

sheet, label the vertical axis with height

readings representing the vertical interval

shown on the map. Place the strip of paper

measured correctly

at regular vertical

intervals

• Graph accurately

is drawn; vertical

axis labelled

correctly; Cross-

section drawn and

labelled.

• Cross-section

accurately drawn

and labelled

• Cross-section

accurately

matched to

contour outline.

• Accurate uses

listed

• Sixteen-point

compass rose

accurately

constructed;

magnetic

compass used

accurately and

compass rose

accurately aligned

59

with markings on the horizontal axis. Plot

each height marked on the strip of paper.

Connect each plotted point. In groups,

discuss how the two-dimensional drawing

plotted, relates to the original three-

dimensional cone created.

• Examine a map, showing very simple

landform features using contours.

• Draw simple cross-sections from the

contours representing these features.

• Given a worksheet showing simple

landforms, students should match cross

sections to the appropriate contour

outlines.

• List three uses of contours based on the

activities

• In small groups, using a protractor and

paper arrows, construct a sixteen-point

compass rose. Use a magnetic compass to

properly align the sixteen-point compass

based on their location. Each group will

compare the compass constructed to other

groups’ compasses which should all be

aligned the same way.

• Students will use the compass rose

created to find direction from one point in

the classroom/schoolyard to another. In

groups use a chalkboard protractor along

with the sixteen-point compass to measure

the direction and bearing from one point

selected by the group to determined points

in the environment. Individually, draw a

• Protractor

accurately used;

direction and

bearing correctly

• Grid equally

divided into one

hundred even

squares/grids;

location

accurately

determined using

six-figure grid

referencing

• At least three

ways of

representing

maps scale

determined;

distance

accurately

measured.

Calculations of

distance on the

ground accurate

• Model accurately

created;

landform

accurately

described using

simple terms;

gradient

accurately

60

compass rose on a map and conduct the

same activity of finding direction and

bearing from one point to another.

• In groups, at an appropriate site in the

schoolyard, measure an area of at least 20

metres by 20 metres. Divide the area

measured into equal squares or grids. Mark

the grids using rope/string. Students will

label the grids recalling how it is done on

maps. Students may place themselves or

objects in the grids and determine location

using four-figure grid referencing. Placing

more than one object/student in the same

grid, in groups determine a method for

differentiating the locations of the

objects/students.

• Apply method designed to a map to find

the location of various features.

• In groups, examine a map and record the

ways in which the scale is represented.

Most maps will show the linear and ratio

scales. Brainstorm to determine other ways

the scale may be represented. Given string

or paper students will measure the distance

in centimetres between two points on a

map. The scale will then be used to convert

the measurements to actual distances in

reality.

• In groups, given two copies of a simple

topographic map, use cardboard and one

copy of the topographic map to create

three-dimensional models of simple

calculated;

intervisibility

accurately

determined;

cross-section

accurately is

drawn

• List of features

noted accurately;

sketch map is

drawn; like

features assigned

the same symbol

or colour; map

contains all five

features –

Border,

Legend/Key,

Arrow (North), Scale, Title; Suggested reasons for distribution given.

61

landforms. Compare the landform to the

second copy of the topographic sheet.

Examine the model created and describe

the landform presented, using simple terms

to describe the slopes of the landform.

Compare models to differentiate between

landforms. Using the model and the map

scale, determine the gradient of slopes of

the landform modelled. Using string and

the model created, determine the

intervisibility between selected points.

Construct cross-sections from the copy of

the map and draw a line to represent the

line of sight. Compare findings of

intervisibility from the cross-section to

intervisibility on the model

• In groups, carry out a walk-through of a

predetermined area of the school

community. Students will record a list the

features seen. Using pencil and pencil

crayons, students will assign a symbol or

colour to each feature thereby generating a

Key/Legend. Using Google Earth

Software, students will obtain a snapshot

showing the aerial view of the same area

examined. Using this snapshot, students

will draw a sketch map of the area.

Examine the sketch and describe the

distribution of activities or features.

Suggest reasons for the distribution seen.

62


TERM TWO

FEBRUARY

TO MARCH

Unit 2.1 - 3

weeks

Internal Forces

and Processes of

The Earth

Introduction to

rocks and Soil

Structure of the

earth

Plate tectonics

Natural hazards

Definition of rocks

and soils

Formation of rocks

and soil

Rock types in

Jamaica

Uses of rocks

Soils in Jamaica

Weathering and

erosion

Simple geology

maps

Label the internal structure of

the Earth.

Describe the characteristics of

the core, mantle and crust.

Formulate a definition of plate

tectonics.

Revise the definition of plate

tectonics based on the

textbook definition.

Identify possible reasons the

Earth’s crust moves.

Label major continental and

oceanic plates.

Differentiate between oceanic

crust and continental crust.

Describe the Caribbean plate

and the adjacent plates.

Define the characteristics of an

earthquake

Explain ways earthquakes are

recorded and measured

Classify earthquakes according

to depth and origin

Describe the types of plate

boundaries.

Describe the processes

occurring at each plate

boundary.

Assess the nature of the

movement along normal,

transform and reverse faults.

In groups, use a hard-boiled egg or

another appropriate model, to explain

the exterior/interior structure of the

Earth. Measure the width of the various

components of the egg (the shell, the

albumen and the yolk) and determine

the ratio of the shell to the albumen to

the yolk. Given the dimensions of the

various components of the structure of

the Earth calculate the ratio of the Crust

to the Mantle to Core. Compare the

Earth's structure to that of the egg. View

online video on the structure of the

interior of the earth and have a class

discussion on the characteristics noted.

Use appropriate software where

available to draw and label the diagram

of the structure of the interior of the

Earth and insert the following: inner

core, outer core, mantle and crust.

In groups, given a set of jigsaw puzzle

pieces of the plates of the Earth's crust,

students will arrange the major plates in

order. Students will explain the

placement of each piece and indicate the

evidence on the pieces which gave clues

as to where they should be placed.

Check the evidence suggested with

credible online sources or in textbooks.

Write a list of at least three pieces of

evidence to support the positions of the

Three layers of the

Earth’s interior

identified and

labelled correctly;

ratio correctly

calculated; diagram

of the interior

structure of the Earth

accurately drawn

Jigsaw puzzle pieces

arranged accurately;

at least two pieces of

evidence which gave

clues to the correct

placement of the

pieces identified.

At least three of the

following four

movements

demonstrated –

towards each other;

move apart; past each

other while going in

opposite directions;

past each other while

going in the same

direction (one block

must be moving

faster than the other);

Three types of plate

margins drawn with

63

Account for the occurrence of

earthquakes, volcanoes, island

arcs, Fold Mountains, mid-

ocean ridges, rift valleys, lava

plateau, accretionary

prisms/wedges, subduction

zones and faults at plate

boundaries.

Connect the occurrence of

earthquakes and volcanoes to

plate margins

Compare the structures of

shield cones, composite cones,

ash and lava cones and dome

cones

Classify volcanic landforms as

intrusive or extrusive

Link the formation of hot

springs and geysers to volcanic

activity.

Distinguish among natural

events, natural hazards and

disasters.

Draw a map of the local

community and identify the

places at risk from specified

natural hazards.

Using the theory of plate

tectonics, explain the

occurrence of the earthquake

in Caribbean countries.

Explain the effects of the

earthquake and volcanic

plates

In groups, given cuboid wooden blocks,

brainstorm the ways in which two

wooden blocks can move in relation to

each other (towards each other, apart,

slide past each other) and assign the

relevant terms to their answers (

convergent, divergent and transform).

Applying an elastic band to the wooden

blocks, repeat the movements and

determine when the force of tension or

compression is being applied. Based on

the movement demonstrated with the

wooden blocks and elastic bands, draw

and label the three types of plate

margins and their movements. Conduct

research to determine the various names

applied to each plate boundary. Apply

these movements to the jig-saw puzzle

pieces.

The puzzle pieces should have arrows

which indicate the direction in which the

plates are moving. In groups, students

will move the pieces around according

to the direction indicated by the arrows

and note the impact that the movement

of one piece has on another piece. From

this gather information on the

movement of the three types of plate

boundaries. On a map of the world

showing major plates, colour the three

types of plate margins. Label the major

plates. Create a key to define the colours

arrows indicating

movement and

correct labels; Names

for each plate

determined –

convergent/destructiv

e;

divergent/constructiv

e; transform/passive;

Label showing force

of tension or

compression accurate

for each plate

margin.

All three major

boundaries

accurately identified

and colour coded for

the Key/Legend;

Major plates labelled

correctly; Map

characteristics

included – Border;

Legend; Arrow

(North); Scale; Title

At least two pieces of

evidence outlined for

each category

Example: Biological

– fossil evidence;

spread of some

animals and plants;

Climatic – glaciers;

64

eruption on a selected

Caribbean country.

used on the map. Write an appropriate

title for the map and ensure that the map

has all five characteristics.

Conduct research to determine the

evidence that plates move and move the

landmasses located on them. In groups,

create a list outlining the evidence of

plate movements found in different

categories: Geological Evidence;

Climatic Evidence; Biological Evidence

Write a definition of plate tectonics,

after viewing online videos showing

plate movements. Suggest the most

likely mechanism which causes plates to

move after conducting a simple

experiment using a Bunsen burner,

beaker and water, to show convection

currents in fluids. View online or offline

videos which show animations of

convection currents in the mantle as

well as plate movements. Add

convection currents to the diagram of

the structure of the Earth. Examine the

map in their atlases or their jig-saw

puzzle showing the fragments or plates

into which the outer crust is divided and

name the two types of crust

noted(oceanic and continental or land

and sea). Label the types of crust on the

map. In groups conduct research to

determine the differences between

continental crust and oceanic crust.

Create a table showing the differences

changes in

temperature;

Geological –

Volcanoes;

earthquakes; shape of

continents

Causes of convection

current related to the

Core (Heat); Interior

structure of the Earth

drawn showing

convection currents

in the mantle;

Oceanic crust and

Continental crust

correctly identified

and labelled; at least

three differences

between continental

crust and oceanic

crust identified

65

between continental crust and oceanic

crust.

In groups, identify on the map showing

plate margins, locations where two

continental plates meet; where a

continental plate meets an oceanic plate;

and where two oceanic plate meet.

Superimpose the map showing the plate

margins on a Relief map to identify the

type of landforms which are located at

each plate boundary area identified.

Make a list of the landform features

noted. Repeat this activity for the

boundaries of the Caribbean Plate.

Brainstorm how plate movement of the

plates at each type of boundary lead to

the formation of the landform features

identified. Compare theories arrived at

to information gathered from textbooks

and online sources. View short online

videos or animations showing the

formation of landform features at each

plate boundary. Compile notes on each

feature's formation.

In groups, create models of selected

landform features identified at each

plate margin. Where appropriate,

recreate the activities associated with

landform features identified at each

plate margins. Note the activities and

give an explanation of how these

activities can affect people and their

property.

66

In groups, view photographs of natural

events, hazards and disaster scenes.

Students will determine which category

each photograph represents: Natural

Events; Natural Hazards; Disasters.

Discuss reasons why each photograph is

placed in each category. Conduct

research to determine the differences

between natural events; natural hazards;

and disasters. Write a definition of each

noting the differences. Reclassify

photographs based on the findings from

the research.

Unit 2.2 – 3 weeks Limestone

Weathering

Definition of

weathering

Characteristics of

limestone rocks

Limestone features

Values of

limestone

landscape

Geology maps

Formulate definitions for the

terms weathering and erosion

Describe the characteristics of

limestone rocks

Identify the chemical

composition of limestone rocks.

List the types of limestone

rocks

Investigate how limestone

rocks are formed

Conduct experiments to show

how limestone rocks are

weathered.

Link the formation of surface

and underground features to the

characteristics of limestone

rocks.

Identify limestone features

on geology maps

Compare the features of the

In groups, given a rock kit containing various

types of limestone rocks and magnifiers,

students will examine each rock and make a list

of their physical characteristics in a table.

Given a list of selected types of limestone and a

description of their characteristics students will

classify each limestone appropriately.

*Rock kit may contain common types of

limestone found in Jamaica – Chalk, Coral,

Coquina, Tufa

In groups, given two plastic cups, sand, gravel,

sugar, water, spoons, magnifying glass, students

will conduct an experiment to see how

sedimentary rocks are made. Sand and gravel

will be poured into one cup. In the second cup

At least three

characteristics of each

limestone rock

identified; each rock

examined classified

correctly

Paragraph wrote with

accurate information

Investigation

accurately carried out;

the correct reason for

the reaction of the

limestone to the

hydrochloric acid

identified.

67

Limestone landscape in Jamaica

to that in Barbados.

Citing evidence, explain the

value of limestone landscapes.

Propose reasons for the

barren nature of some limestone

landscapes

mix water with sugar to form a thin syrup mix.

This forms the cementing agent that exists in

nature in the form of dissolved minerals. Pour

this mixture into the cup of sand and gravel, and

pour off excess water. Allow the "rock" to dry

and harden for about 2 days then using a pair of

scissors remove the cup. Use a magnifying

glass to observe the rock. Make notes of what is

observed. Write a paragraph explaining one

way in which sedimentary rocks may be

formed. View online videos of the sedimentary

rock formation in nature. Relate the experiment

to how rock formation occurs in nature.

In groups, given limestone fragments and

vinegar or diluted hydrochloric acid students

will apply the acid to the rock and examine the

reaction using a magnifier. Write a description

of the reaction and research to determine the

reason for the reaction. Discuss what solution in

nature can produce a similar reaction over a

longer time frame.

Experiment with Hydrochloric Acid

On the left side of this reaction, the mineral

calcite (CaCO3) is in contact with hydrochloric

acid (HCl). These react to form carbon dioxide

gas (CO2), water (H2O), dissolved calcium

(Ca++) and dissolved chlorine (Cl--). The

carbon dioxide bubbles that will be observed

Chemical equation

accurate; paragraph

contains accurate

information.

Definition accurate;

correct process

justified

Diagram correctly

labelled; correct

information on

limestone feature

formation written

Limestone features

correctly identified on

maps; similarities and

differences between

features in Jamaica

and Barbados


At least one reason for

the Limestone features

correctly identified on

maps; similarities and

68

are evidence that the reaction is taking place.

When that occurs, calcite or another carbonate

mineral is present.

In groups, discuss how limestone may be

broken down in nature. Given the individual

components of the chemical reaction below,

allow students to derive (unscramble) the

process which would occur. Write a paragraph

explaining the process.

Given a set of words students will unscramble

the words to arrive at definitions for the terms

weathering and erosion. Discuss whether the

process which limestone is broken down is

erosion or weathering. Justify their decision.

Review the decision arrived at by consulting

information in textbooks.

· Examine both surface features and

underground features found in limestone

landscapes Given cue cards with the name and

descriptions of features label each limestone

feature on a diagram After viewing PowerPoint

presentation showing limestone landforms,

created by the teacher or downloaded from an

online source, in groups discuss ways a selected

feature may have formed. Determine how the

characteristics of the limestone lead to the

formation of each feature. Write short

paragraphs detailing the formation of each

feature.

differences between

features in Jamaica

and Barbados


At least five items in

the home which were

made using limestone

identified.

69

In groups, given a simple Geological Map of a

limestone region, compared with a

Topographical Map of the same area. Identify

limestone features noted. View aerial

photographs or use Google Maps Software to

examine surface limestone features in the

Caribbean (Jamaica and Barbados). Compare

the features of the Limestone landscape in

Jamaica to that in Barbados. View photographs

of Harrison Cave in Barbados and limestone

caves in Jamaica. Compare the caves noting the

similarities and differences.

In groups, discuss reasons karst landscapes

have sparse vegetation and limited economic

activities.

Explore the use of limestone in the home.

Record their daily activities and the items used

to carry out those activities. Determine the use

of limestone to manufacture those products.

Create a list. See example below.

Unit 2.3 – 3 weeks Fieldwork and

Investigation 2

Preparation

for

fieldwork

Data

collection

instruments

Report

writing

Generate a series of steps to

study a selected

problem/topic

Design a simple data

collection instrument

Use an appropriate method

to determine sample size or

area

Define the terms population

and sample size

Use simple field work

In groups, select a topic for study and write an

outline of the procedure to be followed. Discuss

questions to be posed to persons in the sample

population or questions to be answered in study

area. Identify the population or area to be

studied.

Focus should be placed on stratified

sampling

Field sketching and photography

Labelling of sketches and photographs

Information on the

problem/topic

correct; All

information required

for the bibliography

recorded

Method selected

appropriate for

collecting data

Methodology

outlined clearly;

70

techniques to gather data

Collect and record data using

appropriate techniques

Analyse data collected

Produce a report of findings.

Show willingness to ask

precise questions, listen

attentively to answers and

precisely record the answers.

and using them appropriately in report

In groups students will select a problem or topic

for study. Conduct research on the problem or

topic and record the information. Record

information to create a bibliography.

Using a hand-out, text book, or online sources,

students will read about a variety of simple,

appropriate methods for collecting data for the

problem/topic. Select the most appropriate

methods and tools for collecting the data for

each of the steps. Conduct research on online

sources to determine the appropriate nature of

the steps. Adjust the process as necessary.

In groups, using the selected methods and tools

write a brief methodology outlining the steps

for collecting the data. Students can use

appropriate software or simple material to

design and make data collection tools such as

the questionnaires or open quadrats.

In groups, collect data using the steps outlined.

Record the data on data collection sheets/field

guides. Compile the data appropriately.

Use the diagrams to support the description of

findings. Write a short report presenting

findings incorporating the statistical diagrams.

data collection tools

created

Data recorded

accurately in field

guides.

Statistical diagrams

accurately

represents the data

collected; Report

written,

Use the data

compiled to

generate appropriate

statistical diagrams.

71


TERM

THREE

APRIL TO

JUNE

Unit 3.1 - 2 weeks Pollution and

Disease Spread

Types of

pollution

Impact of

pollution

Disease spreads

Climate change

and disease

spread

Formulate a definition of the terms pollution, pollutant greenhouse gas,

greenhouse effect and global warming

Categorise pollution as air, water or land pollution

Identify natural pollutants

Create a list of common anthropogenic pollutants

Discuss the effects of different types of pollution on the environment

Link air pollution to increasing atmospheric temperatures

Investigate ways of reducing pollution

Link pollution to the generation and spread of diseases.

Use models to show how diseases are spread

Assess maps showing the spread of diseases

Link changes in global climate to the spread of emerging diseases

Link global warming to increases in health issues in human beings

Students will view a series of

photographs showing a

variety of ways pollution

occurs. From the photographs,

students should identify and

create a list of the pollutants

and the aspect(s) of the

environment is being polluted.

From their observation,

students will formulate a

definition of the term

pollution and pollutant. They

will compare their definition

to the definition in their

textbook or online.

From the photographs

students will create a list of

natural and man-made

pollutants and discuss the

visible effects of pollution on

the environment. The most

common pollutants should be

identified from the photo

gallery

In groups, students should be

given cue cards representing

the ingredients, the causes, the

effects and the solutions of

either air, water or land

pollution.

72

Students will sort the cue

cards into the groups, and

present to the class discussing

each classification.

Greenhouse Gas Experiment

In groups, students will

conduct an experiment to

determine the effects of

burning on atmospheric

temperatures. Each group will

be given 6 matchsticks, foil

paper, tape and two glass jars

with lids. The matchsticks

should be lit on the foil on a

flat surface and covered with

one glass jar. Allow the

smoke from the burning

match to accumulate in the jar

which is then covered by the

lid. Seal the lid with tape.

Close the second jar and seal

with tape also. Leave out in

the sun for an hour. Measure

the temperature of both jars.

Explain what a greenhouse

gas is and formulate a

definition for the greenhouse

effect. Compare formulated

definitions with the definition

in text. Suggest ways to stop

73

burning to reduce the

greenhouse effect should be

discussed.

Global Warming experiment

In groups, give students the

following equipment: 2 glass

containers with lids, 12 cubes

of ice; 6 cups of water, 2

thermometers and 1 black

plastic bag. Place 6 cubes of

ice and 3 cups of water in

each jar. Record the

temperature of the water and

ice in the jar. Cover both jars

with the lids. Place the plastic

bag over one of the jars. This

is the greenhouse jar. Place

both jars in the bright sunlight

outside for one hour. After the

hour, measure the temperature

in both jars using a

thermometer. Students will

record their findings and

discuss which Jar has the

higher temperature and why.

Explain how the black plastic

bag acted like extra

greenhouse gases. Which Jar

experienced accelerated

heating? How does this relate

to the Earth?

Following the experiment,

74

students should watch a video

showing the effects of global

warming on the Earth’s

environment (clips of The

Inconvenient Truth

documentary by Al Gore)

may be used.

Conduct research to identify

diseases that may become

more prevalent due to warmer

atmospheric temperatures as

well as disease that arise when

pollution is uncontrolled.

Model how some of those

diseases are transmitted.

Disease Spread by Contact

Each student in the class is

given a cup half filled with

water. One student's cup will

be coloured with dye. That

person will represent the first

person infected with a disease

that is transmitted by contact.

The dyed water will be shared

with two persons. These two

persons will each share with

two other persons. This will

continue until the entire class

is „infected‟. A diagram to

show the spread should be

drawn and measures devised

75

to prevent the disease, slow

and stop its spread.

· Students should view maps

showing the historical spread

of diseases such as the

bubonic plague. They will

suggest reasons the disease

spread. Run online disease

models which show a rate of

disease spread under various

conditions. Students are able

to determine the variables

affecting disease spread and

observe how changes such as

limiting travel affect spread of

the disease.

Unit 3.2 – 2 weeks Rivers and

Sustainable use of

water

Major rivers in

Jamaica

Importance of

rivers

Sustainable use of

water in Jamaica

Influences of

climate change on

water resources in

Jamaica

Identify major rivers in Jamaica

· Formulate a simple definition of the terms: drought, river, and

groundwater.

Define the terms conservation and sustainable

Investigate the source of domestic water in the immediate community.

Outline the importance of rivers and wells.

Explain the impact of drought conditions on the physical nature of rivers

and wells

Recognise the impact of drought on the local community

Design one method to harvest water for domestic or industrial use

Determine ways water may be conserved at home and school.

Suggest how water can be used in a sustainable manner

Identify rivers on a map of

Jamaica projected on the

wall/whiteboard. Note how

rivers are represented. Note

the characteristics of rivers as

represented on maps. Given

cue cards with the name of

major rivers in Jamaica, label

each of the rivers. View

photographs downloaded

from online sites of some of

the rivers identified.

Formulate a definition of the

term river. Compare

definition formulated with a

definition in the textbook or

76

on online sources. Revise

definition formulated. Use

textbooks or the internet to

find a definition of the term

groundwater. Suggest ways

groundwater is accessed.

Using Google Maps Software

view a river located in the

local area. Discuss its current

use and its potential use and

make presentations to the

class.

· Use a dictionary to find a

definition of the term

sustainable. In groups, discuss

some of the things that they

use on a daily basis that needs

to be sustainable to ensure the

survival of humankind.

Discuss ways that the

resources identified can be

made sustainable in keeping

with the definition derived

from the dictionary

Conduct research at the Water

Resource Authority to

identify the source of water

for their community and the

uses of the water. Design an

77

interview schedule to

interrogate a resource person

from the water resource

authority. Invite the resource

person to make a presentation

on where the local water

comes from; how it is used;

how much is available, and

ways to conserve the amount

that is left.

In groups, the local

community or school to

determine how water is used

and ways water appear to go

to waste. Suggest ways water

may be conserved or

harvested and used. Design

posters to inform the local

community on how to

conserve or harvest water.

Research innovative ways

water is being conserved or

harvested globally. Present

findings to the class and

discuss which methods may

be applied in Jamaica.

In groups, conduct virtual

field trips using, Google Maps

software, of selected sites in

Jamaica and examine the

various sources of water.

78

Discuss how the population

may utilise the sources

identified.

In groups, design one method

of monitoring the water levels

in dams, reservoirs and wells.

Determine various

conservation strategies that

may be implemented at

different critical water levels

to conserve the resource.

79

GUIDANCE

80

Duration

Topic Specific Objectives Suggested Teaching And Learning

Activities

Assessment

UNIT: Self and

Interpersonal

Relationship

4 weeks Conditions For

Selecting My

Career

Students should be able

to:

1. List the

knowledge,

skills, attitudes

required for three

possible careers.

2. Describe their

feelings about

these

requirements.

3. Evaluate their

own skills,

knowledge,

attitudes and

aptitudes for

three selected

career options.

4. Outline a plan

for a career path

to one of the

selected possible

careers.

In small groups, students

brainstorm career ideas for

certain personalities. Then they

discuss individual suitability

and personality types for

specific careers. Each group

reports to the class.

Students in groups use

information from research to

prepare posters for selected

careers. The charts include

plans for training in relevant

areas. Students prepare charts

for an exhibition.

Students work in pairs to

identify two or more skills that

they have to offer to get a job or

succeed in life.

Teacher places an

advertisement on the board and

students work in pairs to

prepare themselves for the job

interview. Skills can be

practical, forgetting training in

these fields.

Evaluate the presentations for creative

thinking, decision making or

communication.

Assess posters and charts for creative

thinking or critical thinking skill.

Assess response to self- awareness.

Review role play for communication

skills.

Assess for self- awareness or

communication skill.

Review journal entries for self-

awareness or decision making.

Assess values /virtues/attitudes

Assess portfolios for self- awareness and

decision making skills.

81

Unit 2 Serving My

Community

1-2 weeks Fostering A Spirit

Of Volunteerism


to:


to:

1. Define the term

Volunteerism.

2. Discuss the benefit

of Volunteerism

3. Identify at least five

(5) organizations

In groups, students will

brainstorm benefits of

community service.

Research and prepare a list of

non-profit organization that

students conduct community

service.

Assess presentation of critical thinking

and communication skills

4-5 weeks Table Setting &

Dining Etiquette


to:

1. Define Etiquette

2. Accept the

importance of

displaying

proper dining

etiquette

3. Differentiate

between table

appointment and

table accessories

Students will be asked to

brainstorm the dos and don'ts

of table manners in pairs.

Students will share the

results of the class but do not

offer comments or make

corrections.

Students will be given

worksheet to complete in

groups.

In groups, students will be asked

to brainstorm and make a list of

scenarios about table etiquette

Assess presentation for understanding

and communication skills

82

4. Correctly

identify utensil

verses cutlery

Identify at least three

“Don’ts” when eating

soup

5. Correctly create

a basic place

setting for a

three-course

meal.

6. Display proper

skills when

using knife and

fork

7. Correctly

identify the

different glasses

and their uses

8. Identify at least

five (5) do’s and

don’ts of dining

etiquette.

9. Share at least

four (4) qualities

of a gracious

and jot them down on a note

card. Shuffle the cards and have

one person from the other group

pick one from the stack.

Take turns reading the scenarios

and have the person holding the

card come up with as many

possibilities as he or she can

think of. Then open the

discussion to the rest of the

group.

83

host/hostess.

10. State four (4)

Qualities of a

gracious guest.

84

DURATION

40 min/80

min = 1

UNIT TITLE SPECIFIC OBJECTIVES SUGGESTED TEACHING

AND LEARNING

ACIVITIES

ASSESSMENT

HISTORY

85

Class

SEMESTER Students should be able to:

TERM ONE

SEPTEMBER

TO DECEMBER

Unit 1 -

3.5 weeks

Unit 2 – 3.5

weeks

Encounters, Conflicts

and Revolutions

The Agrarian

Revolution


and Revolutions

Industrial Revolution

Define concepts /terms : revolution, agrarian, industrial, economic, political revolution, technological innovations, seed drill, crop rotation, enclosure movement, marling, medieval

Identify the characteristics of Economic Revolutions

Discuss the features of an economic revolution with specific reference to the agrarian revolution.

Explain the factors that influenced the Agrarian Revolution in Britain

Examine the changes/effects of the Agrarian Revolution on the British society and economy between 1701 and 1850


Define the terms: revolution, agrarian, industrial, economic, political, technological innovations, seed drill, crop

Roleplay

Group work

Watch videos/ documentaries.

Creative presentations

Field trips

Report writing

Map work

Class presentations

Class readings

Creation of a glossary

Roleplay

Group work

Watch videos/ documentaries.


Essay writing

Unit tests

Group project

Worksheet completion

Artwork

Essay writing

Unit tests

Group project


86

rotation, enclosure, marling, medieval

Discuss the effects of the Agrarian Revolution on the Industrial Revolution in Britain

Identify on a map of Britain, the areas where economic revolutions occurred

Evaluate the effects of the Industrial Revolution on Britain’s society and economy

Discuss the Caribbean contribution to the Industrial Revolution in Britain

Assess the effects of the Industrial Revolution on the Caribbean

Show appreciation for the changes that occurred as a result of the Agrarian and Industrial Revolutions.

Show the connection between the Economic Revolution and the development of industry and agriculture in the Caribbean during the 18th and 19th centuries.

Field trips

Report writing

Map work

Class presentations

Creation of a glossary

Class readings

Artwork

88

Unit 3 – 4

weeks


and Revolutions

Political Revolutions in

the Caribbean – The

Haitian Revolution


Define the following concepts: creole, Frenchman Creole, Frenchman, African born, Creole black, colony, colonists, colonialist, petit blancs, grand blancs, monarchy, republicans, free coloured, constitution, imperialism, mulattoes

Identify Haiti and the Dominican Republic on a map of the Caribbean.

Describe the racial composition of the colony of St. Domingue before the revolution

Identify the factors which caused the revolution in St. Domingue

Analyse role of Toussaint in the execution of the Haitian Revolution.

Assess the effects of the Haitian revolution on Haiti and the wider Caribbean

Show respect for self and for others regardless of race, creed, social and economic status and national origin.

Work co-operatively in group and show concern for others

Mapwork


Creation of pamphlets

Skit/ dramatization

Creating a documentary

Fill in the blank

Critical thinking exercises

Essay writing

Crossword puzzle


Reading from handouts to create cartoons etc

Flip chart to highlight the social hierarchy in St. Domingue/ Haiti

Research and presentations on the main personalities of the Haitian Revolution

Timeline

Fill-in-the-blank worksheets

Map work on St. Domingue

Group presentations

Creation of cartoons, poems, concept maps.

Quizzes

Puzzles

Unit Tests

Worksheet on the Haitian Revolution

89

Unit 4 – 3.5

weeks



Cuban Revolution


and Revolutions

Students should be able to: Define the following concepts/ terms:

revolution, imperialism. nationalism, decolonization, communism, conflict, nationalist, liberator, dictator

Identify Cuba on a map of the Caribbean Explain the causes for the Cuban Revolution

and the consequences on the country and the wider Caribbean

Examine the role of Fidel Castro as a liberator Interpret sequence of events, time periods,

chronology and trends evident in the Cuban Revolution

Discuss the divergent views relating to the Cuban Revolution

Show tolerance for change that revolutions bring


Define the following concepts: liberator, dictatorial, charismatic, nationalism, conflict,

Mapwork



Skit/ dramatization


Fill in the blank


Essay writing

Crossword puzzle



Flip chart to highlight the social hierarchy in Cuba

Research and presentations on the main personalities of the Cuban Revolution


Map work



Skit/ dramatization

Timeline


Map work on Cuba

Group presentations


Quizzes

Puzzles

Unit Tests

Worksheet on the Cuban Revolution

Timeline


90

Unit 5 – 3.5

weeks



Grenadian Revolution


and Revolutions

communism, elections, revolutionary, military regime, coup, coup-d’etat, dissent, military coup, communists, military regime, martial law

Identify Grenada and the United States (US) on a map of the world to determine their position to each other and the Caribbean

Discuss the factors that led to the Grenada Revolution

Identify the major personalities involved in the Grenada Revolution

Examine the concern of the US regarding the Grenadian revolution

Discuss the consequences of United States intervention in Grenada in 1983

Assess the effects of the Grenada Revolution on Grenada and on the wider Caribbean

Value democracy, human freedom and civic responsibility


Define the following concepts/terms: taxation, petition, peasants, delegation, martial law, riot


Fill in the blank


Essay writing

Crossword puzzle



Flip chart to highlight the social hierarchy in Grenada

Research and presentations on the main personalities of the Grenadian Revolution




Skit/ dramatization


Map work on Grenada

Group presentations


Quizzes

Puzzles

Unit Tests

Worksheet on the Grenadian Revolution

Timeline


91

Unit 6 – 2

weeks

Political Uprisings in


Morant Bay Rebellion

Encounters,

Conflicts and

Revolutions

act, ammunition, riot, rebellion, constitution, custos.

Locate Morant Bay and Stony Gut on a map of Jamaica in relation to Spanish Town.

Discuss the factors that led to the Morant Bay Rebellion

Identify the major personalities involved in the Morant Bay Rebellion

Examine the response of the authorities to the requests of the peasants in Morant Bay.

Assess the effects of the Morant Bay Rebellion on Jamaica and on the wider Caribbean.

Value democracy, human freedom and civic responsibility.


Define and use correctly the terms/concepts:

Atlantic World , colonialism, colony, European

Fill in the blank


Essay writing

Find a word puzzle



Research and presentations on the main personalities of the Morant Bay Rebellion.

View video based on the Morant Bay Rebellion.

Mapwork – locate the 13 original colonies.



Map work on Grenada

Group presentations


Quizzes

Puzzles

Unit Tests

Worksheet on the Morant Bay Rebellion

Letter writing

Mini field trip

92

American War of

Independence

(1775-1783)

enlightenment, revolution, immigration,

taxation, duties, navigation acts, protest,

rebellion, mercantilism, laissez-faire, Boston

Tea Party, “no taxation without

representation”, New England states,

“Declaration of Independence”, confrontation,

aggression, constitution, sanctions,

sovereignty, mother country, British North

American Colonies, political upheavals,

continental congress.

Identify North America on a world map, note its

location in relation to Britain and the

Caribbean.

Locate on a map of North America the thirteen

British North American colonies in relation to

the rest of North America, Britain and the

Caribbean.

Describe the relationship between Britain and

her North American.

colonies before the outbreak of the America

War of Independence.

Categorize the factors that led to the American

War of Independence.

Discuss the significance of the slogan “No

Taxation Without Representation”

Examine the results of the American

Revolution.

Assess the effects of the American War of

Independence on Jamaica

Skit/ dramatization

Film analysis

Fill in the blank


Essay writing

Find a word puzzle


Class Readings

Discussions

Research and presentations on the main personalities of the American War of Independence

Glossary compilation.

Debate

Fill-in-the-blank

worksheets

Map work

Group presentations

Creation of poems,

concept maps.

Quizzes

Puzzles

Unit Tests


Letter writing

Art work

93

TERM TWO

JANUARY

TO APRIL

Unit 7 – 3

weeks


and Revolutions

World War I (1914-

1918)

Demonstrate willingness to work as a team.


Define and use correctly the terms /concepts:

conflict, mobilize, settlement, treaty, retaliate,

belligerent, nationalism, rivalry, assassination,

imperialism, imperialist, military, system of

alliance, central powers, triple alliance, triple

entente, allies, archduke Frantz Ferdinand,

colony , colonisation, Serbia, submarines,

mechanised war, ammunition, international,

destruction, violence, Sarajevo, Bosnia,

League of Nations, Versailles Peace

Settlement, hostility

Identify Europe on a world map to locate the

positions of the leading European nations at

war for example, England, Russia, France,

Germany, Austria-Hungary, Italy in relation to

the rest of Europe and in relation to Jamaica.

Evaluate the factors that led to the outbreak

of World War I

Examine the results of World War I

Demonstrate understanding of Jamaica’s

involvement in the War.

Show willingness to tolerate the views of

Map work

Pow toon presentation on the causes


Creation of game

Skit/ dramatization

Film analysis

Fill in the blank


Essay writing

Find a word puzzle


Class Readings

Discussions

Research and

94

Unit 8 – 4

weeks


and Revolutions

World War II, 1939-

1945

others.


Define and use words and concepts correctly :

conflict, mobilize, settlement, treaty, retaliate,

belligerent, nationalism, rivalry, ,imperialism,

imperialist, military, system of alliance, Axis,

presentations on the main personalities of World War I


Debate

Map work

Pow toon presentation on the causes

Fill-in-the-blank

worksheets

Map work

Group presentations

Essay writing

Quizzes

Puzzles

Unit Tests


Letter writing

Art work

Creative pieces

95

TERM 3:

MAY TO

JUNE


and Revolutions

The Rise of Nationalist

Figures/ Liberators -

Allies, colony, colonisation, submarines,

atomic bomb, ammunition, international,

destruction, violence, League of Nations,

United Nations, Versailles Peace Settlement,

hostility, Nazism, holocaust, capitalism,

domination, Fascism, militarism, anti-Semitic,

appeasement, Mein Kampf, Lebenstraum,

communism, socialism, totalitarianism

Identify Europe on a world map to locate the

positions of leading European nations at war

for example, Britain, France, Poland,

Germany, Austria-Hungary, and Italy in

relation to the rest of Europe and in relation to

Jamaica.

Assess the factors that led to the out of World

War 11

Examine the results of World War 11

Discuss Jamaica’s involvement in the World

War 11.

Show appreciation for Jamaica’s role in World

War 11


Define and use correctly the concepts/terms : nation, nationalist, nationalism, liberators, demonstrations, Universal Negro Improvement Association and African Communities League (UNIA-ACL), Rastafari, philosophy, vision, pride, radical, racism, segregation, colonial,


Creation of game

Skit/ dramatization

Film analysis

Fill in the blank


Essay writing

Find a word puzzle


Class Readings

Discussions

Research and presentations on the main personalities of World War I


Debate

Conduct interviews



Skit/ dramatization

Fill-in-the-blank

worksheets

Map work

Group presentations

Essay writing

Quizzes

Puzzles

Unit Tests


Letter writing

Art work

Create a

documentary/digital

stories.


Group presentations

96

Unit 9 – 4

weeks

Unit 10 – 3

weeks

Garvey, Gandhi and

Mandela

The interconnectivity

between humankind

and the past

Federation in the

British Caribbean

colonialism, self-reliance, persecution, exile, Black Star Line, apartheid, liberation movement , oppressed, African National Congress (ANC), non-violence, independent, nationhood, domination, independent, black consciousness

Locate Jamaica, India and South Africa on a map of the world to show their position in relation to the rest of the world.

Locate, shade and label places visited by Marcus Garvey.

Assess the philosophies of Garvey, Gandhi and Mandela.

Analyse the principles of Garvey’s Universal Negro Improvement Association - African Communities league (UNIA-ACL).

Discuss Gandhi’s response to British economic domination in India.

Analyse the strategies used by Mandela and the African National Congress (ANC) to end apartheid.

Evaluate the contribution of the nationalist figures/ liberators to their nation and the world.

Value the contribution of these liberators to nation building.


Define and use correctly concepts/terms: federation, constitution, Montego Bay conference, Standing Closer Association, Committee , Federal Parliament, senate, crown colony, self-government, regional,

Film analysis

Fill in the blank


Essay writing

Find a word puzzle


Class Readings

Discussions

Research presentations


Debate



Skit/ dramatization


Quizzes

Puzzles

Unit Tests



Group presentations

Creation of cartoons,

97

Interconnectivity

between the past and

the present

custom union, referendum, opposition, election, freedom of movement, integration.

Identify on a map of the Caribbean the countries which were members of the West Indies Federation.

Name the outstanding personalities associated with the West Indies Federation, Grantley Adams, Norman Manley, Alexander Bustamante, Eric Williams, Oliver Stanley, Sir Hubert Rance.

Assess the contributions of outstanding personalities named above to the West Indies Federation.

Analyse the factors that led to establishment of the West Indies Federation.

Discuss the reasons for the failure of the British West Indies Federation.

Evaluate the consequences of the breakdown of the West Indies Federation.

Demonstrate willingness to work cooperatively.

Value the importance of unity and cooperation among Caribbean people.

Develop an appreciation for the foundation laid by the West Indies Federation for regional integration.


Film analysis

Fill in the blank


Essay writing

Find a word puzzle


Class Readings

Discussions



Debate

Create profile of key personalities.

poems, concept maps.

Quizzes

Puzzles

Unit Tests


98

Unit 11 – 3

weeks

Political Independence

in the British Caribbean

(1960’s – 1980’s)

Define and use correctly the concepts/terms:

independence, constitution, nationalists,

nationalism, colonies, colonial rule, anti-

colonial, dependent territories, parliament, bi-

cameral parliament, self-government, crown

colony, self-rule, decolonization, Moyne

Commission, Universal Adult Suffrage,

imperial powers, legislature, executive council,

cabinet, representative, Westminster Model,

constitutional change , Anglophone Caribbean,

Mother Country, premier, chief minister.

Identify on a map of the Caribbean the British

Caribbean countries.

Analyse the circumstances which led to

independence in the British Caribbean.

Identify outstanding personalities who were

associated with independence in the British

Caribbean countries.

Assess the role played by persons who

emerged as leading political figures in the

respective countries of the British Caribbean.

Evaluate the impact of independence on the

Jamaican society.

Appreciate the contribution of key personalities

associated with Independence in the British

Caribbean.

Arrange in chronological order the dates when

countries in the British Caribbean received

their independence.



Skit/ dramatization

Film analysis

Fill in the blank


Essay writing

Find a word puzzle


Class Readings

Discussions



Debate

Create profile of key personalities.


Group presentations


Quizzes

Puzzles

Unit Tests


99

Unit 12 – 3

weeks

Interconnectivity

between the past and

the present

Unit 3 – 13

weeks

CIVICS

The Community


Define the term civics, community, institutions, social groups, socialization, culture, co-operation, society,

List the types of communities – home, school, church, country, region, global

Evaluate the role/ functions of the main communities – home, school, and church.

Explain why the home is considered to

Research from textbook

Videos and pictures on the types of communities

Model of a family tree (Industrial Arts and Art)

Poems (English Language)

Cartoons (Visual Arts /English Language)

Songs (Music)

100

Citizenship

Government

be the first community

Describe the characteristics of each family structure

Identify the different types of social groups – formal and informal

Classify different types of groups according to their functions, characteristics and composition.

Appreciate their role as social beings and recognize the need to cooperate and respect each other.


Define the term citizenship, citizen, alien, democracy, rights, responsibilities

List at least three ways a person can become a citizen of a country.

Identify at least six rights of a citizen

Classify responsibilities according to legal and voluntary responsibilities

Discuss responsibilities to self – good health practices; to community ; to country

Appreciate that with rights comes responsibilities

Students should be able to

Define the terms government, fiscal duty, budget, taxation, voting, the electoral system

Identify the various types pf

Group video journal on Acts of Kindness in and around the school

Dramatization on rights and responsibilities of a citizen

Guided questions on the rights and responsibilities of a citizen

ICT (laptop, projector etc)

Assimilation of the Acts of Kindness

Poster on the rights and responsibilities of citizens

101

governmental systems

Illustrate by way of a time line the historical pattern of the Jamaican government

Describe the functions/role of the government

Outline the electoral process

Identify factors influencing voter behaviour in Jamaica

Describe the fiscal duties of the Government

Newspaper clippings

Dramatization

Concept Mapping

Research from Textbook and Internet

Assimilation of the voting process

Concept Map of the branches of government and their relationship

Group Presentations

Worksheets on the branches and functions of government

The creation of a budget

Assimilation of voting process

RELIGIOUS EDUCATION

102

DURATION

40 min/80 min = 1 Class

UNIT TITLE TOPICS SPECIFIC OBJECTIVES

SEMESTER Students should be able to:

ONE 3 weeks Unit 1

Theme: Stewardship

Topic: The Nature and Purpose of

Stewardship

Definition of concepts

Nature and scope of personal stewardship.

- Use of personal human resources,

including talent, adaptability, leadership

•Define and use correctly the concepts listed in

the unit’s key vocabulary section.

•Explain how some beliefs and teachings shared

by different religions are used as the basis for

personal and corporate stewardship.

•Explore the nature and purpose of personal and

corporate stewardship, and explain the

103

ability, experience, relational/interpersonal

and job skills

Nature and scope of corporate stewardship.

- Use and care of natural and corporately

owned resources, e.g., time, money

(taxes, donations/corporate

funds) maintenance of

property/buildings maintenance of law

and order, use and care of the natural

environment.

Implications of personal stewardship, i.e.,

the exercise of personal stewardship in the

context of the wider community.

The teaching and practice of personal and

corporate stewardship in different religions,

e.g.: Christianity, Hinduism, Judaism,

Islam.

- Local and international people of faith

(e.g., Gandhi, Fr. Richard Ho Lung,

Bishop Desmond Tutu): the areas of need

they have tried to address.

relationship between them.

• Examine how personal and corporate

stewardship are taught and expressed in

different religions.

•Evaluate how insights and motivations gained

from religious faith and experience contribute to


• Outline some of the benefits of good

stewardship and

the natural consequences of poor stewardship.

• Gather information which may be used in

making decisions about the use of time, talent

and other resources.

• Evaluate ways in which by their treatment of

ethical issues religious people show they are

accountable to self, Creator and the human

community of which they are a part.

• Identify and distinguish between areas of

individual and corporate responsibility as

members of a shared humanity.

. Examine people of faith who have

demonstrated good stewardship.

. Express the capacity for doing good for the

betterment of society without any thought of

personal gain.

• Identify and discuss the views of local and

international modern-day people of faith re

social issues and concerns/corporate

104

stewardship.

• Identify and discuss the views of local and

international modern-day people of faith re

social issues and concerns/corporate

stewardship.

Two 3 weeks Unit Two

Theme: Stewardship

Topic: Personal Stewardship

Sub-Topic: Some Stewardship

Issues And Concerns

As Addressed By

Major Religions

Preparing for Life:

CONTENT

Introduction –

Growing into responsible

behaviour:

How different religious groups bring up

children

Review of coming of age

ceremonies/rites (where these exist) in:

Christianity, Judaism, Islam, Hinduism, Other

religious groups in the community.

c) Expectations in each

religion for responsible

adult behaviour (as

symbolized by these rites.)

Issues and concerns:

Relationships

Related issues

- Human and Sexual Relations including

•Define and use correctly the concepts listed.

•Explain how some beliefs and teachings shared


personal and corporate stewardship

•Describe and begin to understand religious and

other responses to ultimate and ethical questions

•Review practices that mark coming of age in

different religious groups.

•Examine child-rearing practices in different

religious groups.

•Discuss and outline what is expected of young

persons who are recognised as adults by

different religious groups.

•Identify and distinguish between natural and

contrived consequences of personal actions.

•Define how some forms of religious expression

are used differently by individuals and

communities

•Evaluate how insights and motivations gained



•Show by their behaviour that they recognize the

need to show compassion towards persons who

are caught in the grip of social evils.

•Make informed responses to questions of

meaning and purpose in the light of their

learning.

105

Singleness/ "singlehood", abortion/use of

contraceptives, Peer pressure, Prostitution

And abuse (spousal, child, verbal,

emotional/psychological, sexual, physical,

incest)

Divorce and Marriage including arranged and

Mixed marriages (of race or religion)

•Identify relevant facts and describe some of the

important and personal issues and problems

facing young adults and other persons today.

•Identify ways that good relationships may be

fostered at home, family, school and the wider

community.

•Evaluate ways in which, by their treatment of

ethical issues, religious people show that they

are accountable to self, Creator and the human

community of which they are part.

• Recognize the dangers of playing upon the

emotions of others for one’s personal advantage.

• Express the capacity for doing good for the

betterment of society and without any thought of

personal gain.

• Explore the effects of religion on the formation

of one’s attitudes, values and beliefs.

• Show by their behaviour that they know the

importance of respecting persons in authority.

• Make moral judgements (good/bad,

right/wrong) based on common values held by

different religious groups regarding

relationships.

• Develop a positive attitude to self and others,

and show a willingness to critically evaluate

themselves on an ongoing basis.

• Draw conclusions about the influence of

sacred writings on the responses of religious

people to personal, social and ethical issues in

everyday life.

• Investigate the role that world religions play in

preserving in society an appreciation for the

sacredness of life.

106

• Prioritise/make decisions based on an

understanding of the nature of responsible adult

behaviour, and follow up responsible choices

with appropriate actions.

• Be willing to assert themselves in maintaining

their rights and to recognize that with every

right comes responsibility.

• Show by their behaviour that they realize the

importance of the proper rearing of children and

young people.

Term Two 8 weeks Unit 3

THEME Stewardship

Topic: Corporate Stewardship –

Sub-topic: More issues and concerns as

addressed by major religious

groups

The technology of birth

- Cloning

- Test tube babies

- Artificial insemination

- Surrogate mothers

- Fertility drugs

- Actual stage at which

human life begins

- Infanticide

- Sexually transmitted diseases

- Street children/homeless

persons/vagrants

Medical care for the poor

Adoption

- How the process is

handled

- How the child is treated

• Identify and discuss principles to be learned

from the beliefs and practices of modern local

and international people of faith

• Be open and exploratory in the sharing of

views and beliefs concerning stated concepts

• Describe and begin to understand religious and

other responses to ultimate and ethical

questions.

• Explain the nature of and give opposing

arguments for some controversial issues

involved in medical ethics

• Define and use correctly the concepts listed in

the key vocabulary section.

• Outline/delineate the specific views of some

world religions and other religious groups

concerning the vulnerable within the society and

the natural world.

• Focus on key statements from religious groups

on values and ethical codes of conduct.

• Be able to avoid simplistic, stereotyped and

biased comments with regard to issues being

examined.

• Become critically aware of their own feelings

107

- Possible effects

Abandoned children/children that are given

away

Persons with disabilities

Euthanasia mercy killing)

Organ transplants (including donation of

limbs, bodies or organs for medical

research)

Vivisection and animal rights

and judgements and those of others.

• Develop a mature sense of personal worth and

value and of the worth and value of others.

• Make informed responses to questions of


learning.

• Be willing to suggest and act upon practical

solutions to problems involved in issues being

discussed.

• Formulate and refute arguments relating to

societal stewardship issues.

• Identify and suggest possible solutions to some

of the social problems existing in the local and

national community.

• Empathize with persons in difficult situations

or situations of need.

• Be challenged to think through the values that

have either a positive or negative influence on

their own lifestyles and those of others.

• Develop respect for people who hold beliefs

and views which differ from their own.

• Evaluate ways in which, by their treatment of



community of which they are a part.

• Research information about organizations

which cater to the needs of vulnerable persons,

and explore ways in which the work of these

organizations can be assisted and expanded.

• Examine and draw conclusions concerning

what different religious groups consider to be

right and wrong re concepts and content listed.

• State/identify and outline the basic contents of

108

laws (re concepts/content listed) which have

been influenced by major religions and religious

groups

• Explore and explain the consequences of the

actions of individuals on the lives of others in

the local, national and global community.

Term Two 4 weeks Unit 4

THEME: Stewardship

Topic: Corporate Stewardship (cont’d)

Sub-Topic: Other Issues and

Concerns As

Addressed by Some

Religious Groups

CONTENT/CONCEPTS

Ethical Issues and Society:

- Ageism

- Racism

- Sexism

- Marginalization

- Wealth and poverty

a) consequences of unequal distribution of

wealth

b) religious groups and solutions they offer

- Stewardship of opportunity

- Work, wealth, leisure,

proper use of time

- Honesty and dishonesty

Crime, violence and punishment/capital

Objectives:

• Explain how some beliefs and teachings shared



• Define and use correctly the concepts listed

• Explore and delineate what different religious

groups think constitutes proper use of working

time.



questions.

• Outline and discuss different religious views

concerning one's rights repayment for work

done.

• Assess the effectiveness of different conflict

resolution strategies used by different religious

groups and the society.

• Understand, develop and express personal

views on issues and problems discussed, and

express thoughts, feelings, experiences, values,

attitudes and beliefs which are held by others

• Evaluate how insights and motivations gained



•identify and explore feelings which evolve out

of issues being discussed.

• Evaluate their own standpoints concerning a

109

variety of Religious Education related issues.

• Recognize bias, exaggeration, prejudice

and stereotyping as they discuss a variety of

religious and social issues.



learning.






betterment of others, and without any thought of

personal gain/reward or recognition.

• Discuss the place and function of voluntary

service within society.

• Discuss and list some of the values which, if

practised, would help or hinder the development

of society.

• Explore some religious beliefs held about

stated social evils and identify some practical

solutions offered or used by religious groups to

counteract these evils.

• Consciously monitor personal behaviour to

avoid discrediting one’s country in the

international community




everyday life.



sacredness of life.

110

• Identify some causes and effects of

legal/illegal migration

• Examine the expectations that lead to

migration, and the effects of this upon different

levels of society.

• Recognize and be able to make the best use of

opportunities for advancement without being

selfish, inconsiderate or breaking the law while

so doing.

• Compare the attitudes of local and returning

residents towards one another and discuss ways

in which religious beliefs and practices can

foster mutual understanding.

Term Two weeks Unit: 5

THEME: Stewardship

Topic: Corporate Stewardship

Sub-topic: Caring for the

Natural World

What is the natural world?

Local and global

issues and concerns relating to the natural

world.

What pollutes air and water, and why.

Waste disposal: garbage, sewage, nuclear

waste, radiation, smog, industrial waste,

deforestation, soil erosion, etc.

Caring for protected and/or endangered

species

What some world religions say about caring

for the environment.

General summary of principles/teachings

common to world religions re personal and

corporate stewardship.

• Define and use correctly the concepts listed in

the vocabulary section of this unit.

• Compile and summarize basic

teachings/principles common to different

religious groups concerning caring for the

natural world.

• Examine and compare the teachings and

practices concerning the care of the environment

which are adhered to by major religions and

indigenous religious groups in Jamaica.

• Identify situations within the environment, the

remedy of which requires corporate stewardship.

• Develop and maintain a sense of wonder and

curiosity about the world.

• Explore the relationship between human

beings and the environment, and how religious

beliefs affect their attitudes towards the

environment.

• Become sensitive to and knowledgeable about

local and global issues and concerns relating to

111

the natural world.

• Give reasons for neglect or abuse/misuse of the

environment and its resources.

• Explain why religious groups emphasize

caring for the environment.

• Suggest ways in which they may actively

become engaged in corporate activities to care

for their immediate environment.

• Outline some benefits of caring for the

environment.

• Evaluate their own standpoints regarding

concepts and content explored relating to the

care of the natural world.

• Develop the ability to use effective morally

and socially acceptable methods to call attention

to areas of neglect within the local and national

environment.

• Explore and describe a variety of feelings

which lie at the heart of environmental abuse.

• Suggest a variety of ways in which a positive

attitude to the environment may be/is being

encouraged by the local, national and global

community.

• Develop a sense of personal and corporate

ownership of, pride in, appreciation of and

desire to care for the physical environment.

• Examine ways in which one’s family, friends

or the media, etc. may influence one’s attitude to

and daily decisions regarding the care of the

natural world.

• Be willing to engage individually and

corporately in caring for their immediate

surroundings, as well as the wider environment.

112

Term 3 2 weeks Unit: 6

THEME: Stewardship

Topic: Some Conclusions

About Stewardship

CONTENT

Definition of Concepts

Review of the general summary made of

principles/teachings/practices common to

world religions re personal and corporate

stewardship.

Summary of personal impressions formed,

views developed, decisions taken re:

A. Use of personal human

resources including:

adaptability, use of

talent, leadership

ability, experience,

relational/ interpersonal

and job skills.

B. Use and care of natural and corporately

owned resources, (e.g., time, money, taxes,

donations, corporate funds etc.)

Maintenance of buildings/of law and order,

use and care of the natural environment.

C. Exercise of personal stewardship in the

context of the wider community.

• Explain how some beliefs and teachings shared



• Review the key teachings and practices

concerning personal and corporate stewardship

which are adhered to by religious groups under

study.



questions.

• Recognize the times when there is wisdom in

giving in to others’ wishes, demands, points of

view or expectations – and do so graciously.

• Evaluate how insights and motivations gained



• Develop the ability to express personal beliefs

and feelings through music, visual arts, drama

and creative writing.

• Continue to develop sensitivity to local and

global issues and concerns relating to personal

and corporate stewardship.

• Evaluate their own standpoints regarding the

concepts and content explored about personal

and corporate stewardship.



learning.

• Examine how people make moral decisions,

and how daily life is influenced by teachings,

sacred texts, religious leaders, etc.

• Readily identify social and moral evils as these

evils are expressed in their own daily

113

experiences.

• Develop a strong sense of responsibility,

accountability and moral scrupulousness

regarding their own welfare, that of others and

of the environment.






betterment of society and without any thought of

personal gain.

• Explore and outline what students, as well as

believers within religious groups, consider to be

of ultimate value.

• Evaluate their present stage of moral, spiritual,

social, physical and emotional development, and

thereby evaluate their implementation of

worthwhile, achievable short and long-term

goals.

• Develop the ability to persist against great

odds in order to achieve worthwhile goals.

• Develop a mature sense of personal worth and

value.

• Develop the ability to apply facts and

principles learned to specific situations.




everyday life.



114

sacredness of life.

MATHEMATICS

115

The purpose of the Mathematics curriculum is to enable students to become:

1. Critical thinkers as well as users and creators of Mathematics

2. Fluent in the language of mathematics

3. Successful lifelong learners

116

4. Confident and productive individuals.

5. Proud citizens of Jamaica.

Unit Topic Duration Specific Objectives


Suggested Teaching and

Learning Activities

Assessment

Algebra- Indices 1. State the meaning of am, where a and m are rational

numbers. 2. Simplify expressions using the laws of indices. 3. Evaluate expressions am and bm x am 4. Write numbers less than, greater than and equal to 10 in

standard form.

Practice questions from the prescribed text

Classwork

Graded homework

GEOMETRY – QUADRILATERALS

1. Distinguish quadrilaterals by considering lines of symmetry.

2. Properties of diagonals of each type of quadrilateral.

Presentation Graded presentation

117

Arithmetic- Statistics

and Probability .

1. Design and conduct simple experiments to collect data. 2. Determine simple probabilities and draw appropriate

conclusions. 3. Use fraction and percentages to describe probability 4. Interpret a probability given as a fraction or percentage. 5. Construction histogram and frequency polygon using

ungrouped data.

Students will count cars of

various colours and record

the data in table. This data

will be used to find the

average using the three

different.methods (mean,

mode and median).

Survey at the class level

about social media that they

prefer.

Graded Classwork

Graded Homework

Statistics Define, explain and construct:

Bar charts

Pie charts

Line graphs

Project Grade projects

Algebra

Sets

1. Sorting sets from data given in verbal form (2 or 3) 2. Illustrating information using Venn diagrams 3. Obtaining information from Venn diagrams involving 3 or more

sets 3. Solve problems involving not more than 4 sets (including the

universal set)


Graded Classwork

Graded Homework

Geometry - Geometric

Constructions

1. Construct angles of 90° and 60° 2. Bisect angles and hence construct 30°, 45°, 135°, 15° etc 3. Construct triangles using rulers and compasses (Introduction)


Graded Classwork

Graded Homework

Test

118

Algebra -

Simplification

1. Simplify expressions by grouping 2. Simplify expressions involving brackets (the distributive law) 3. Simplify algebraic Fractions


Graded Classwork

Graded Homework

Algebra –

Linear Equations

1. Solve simple equations 2. Solve equations involving the distributive law 3. Solve fractional equations


Graded Classwork

Graded Homework

Geometry -Congruent And

Similar Triangles

1. Prove that two triangles are congruent triangles 2. Similar triangles

a. Prove that triangles are similar b. Solve problems involving similar triangles


Graded Classwork

Graded Homework

Arithmetic -

Measurement

1. The circle a. Area of a sector of a circle b. Length of an arc c. Perimeter of a sector d. Area of segment of a circle

2. Area a. Derive and use the formulae for area of parallelogram and

trapezium b. Calculate the area of composite shapes c. Solve problems involving the surface area of solids

3. Volume a. Find the volume of prisms b. Find the volume of composite shapes

Worksheets Graded Classwork

Graded Homework

Test

119

TER

M

THR

EE

APRIL

TO

JUNE

Algebra – Factorization 1. Factorize simple expressions

2. Factorize using HCF 3. Factorize by grouping


Graded classwork

Algebra – Formulae 1. Transpose simple formulae (C= 2πr. V= u +at, etc.)

Practice questions from

the prescribed text Graded classwork

Graded homework

Explain Geometry -

Pythagras’ Theorem

1. Prove Pythagoras’ Theorem 2. Use Pythagoras’ Theorem to solve problems involving right

angled triangles

Worksheet Graded classwork

Graded homework

Consumer Arithmetic 1. Define, explain and calculate:

Sales tax

Discount

Commission

Foreign exchange

Hire purchase

Project Grade projects

Algebra

Simultaneous Equations

1. Solve simultaneous equations by substitution 2. Solve simultaneous equations by elimination 3. Solve problems that result in simultaneous equations


Graded classwork

Graded homework

Geometry

Trigonometric Ratios

1. Identify the three sides of a right-angled triangle in relation to a given angle.

2. Determine the sine, cosine and tangent of acute angles in right-angled triangles.

3. Use the sine, cosine or tangent ratios in the solution of right angled-triangles


Graded classwork

Graded homework

120

Algebra

Inequalities

1. Write inequalities to illustrate story problems 2. Solve simple inequations using the number line and algebra 3. Illustrate inequalities with two variables on the coordinate

plane


Graded classwork

Graded homework

Test

Geometry

Transformations

1. Translate any shape using a column vector T =

y

x(Review)

2. Reflect any shape in a given line (Review)

3. Locate the image of an object under an enlargement

4. State the relationship between an object and its image after an enlargement.


Graded homework

Geometry - Graphs 1. Write a quadratic mapping as a set of ordered pairs

2. Plot the ordered pairs on a graph 3. Interpret the points of intersection of the curve with the axes


Graded homework

Test

122


LEARNING ACTIVITIES

ASSESSMENT

FRENCH

123

UNIT:1

Duration

Topic


TERM ONE

Voyager dans son pays o Use correct expressions to talk about

likes and dislikes about a particular

travel destination

o Describe the different modes of

transport

o Demonstrate an understanding of

instructions for directions given in the

target language.

o Distinguish clearly between the use of

the passé composé and Imperfect

Tense.

o Talk about different activities in which

students participate during their

vacation

o Describe a local place of interest

utilizing the appropriate vocabulary

and impersonal expressions.

o Apply correct phrases and questions

when making travel arrangements

Describe - the necessary steps/stages

in relation to use of public transport

Create an itinerary for a trip to another

part of the island (Use a verb structure

like Nous allons à)

Conduct research in your class, in

French, to find out what is the most

popular mode of transport among

students using the impersonal

expressions.

Create an informational booklet

advertising your own transportation

company

Listen to a short extract about students

going on a field trip and respond to

questions based on the extract.

Play the role of bus driver giving an outline of

the day’s activities. Correctly prepare and

present to the class an announcement that the

driver/ tour guide on a bus would make when

he is starting a trip. (Use of Nous / on)

Compare means of transport by saying which is

faster based on pictures that are given by the

teacher. Accurately prepare a brochure which

describes one type of transportation listing all

the attractive features and inviting the class to

choose this medium.

Stand in front of the class and recount what

took place on the day of the trip. Including

Accurate use of adjectives in

describing destinations and

giving directions

Oral and written presentations

demonstrating the proper use

of the passé composé and

imperfect tense

Working in pairs, create and

present a dialogue of a scene

that took place on one of their

trips utilizing the correct form

of the passé compose and

imperfect tenses, both orally

and written.

124

activities starting from the planning and

preparation to the end of the trip in the target

language. The routine that they go through on

the day of the trip should also be recounted.

Sing the song Lola adore voyager and also

identify the verbs used. There may also be

blanks which the students will fill in.

UNIT:2 Voyager à

l’etranger---travelling

overseas


o Correctly use the simple past tense

(passé composé) in discussing recent

events

o Correctly use irregular verbs in

discussing recent events

Accurately complete travel documents

using appropriate vocabulary

Take turns telling the class at least two things

that they did over the weekend or the day

before as a means of recapping the passé

composé.

Work in groups to research and present in

INGLISH information on places of interest in

Francophone countries.

Watch a news report on a local personality

speaking of his/her holiday visit to a

Francophone country and answer questions.

Students will try to identify the new irregular

verbs being introduced and answer other

questions pertaining to the report.

Participate in a competition to create a song or

poem using the irregular verbs. In small

The presentation on Mes

meilleures vacances should

reflect correct use of the

regular and irregular verbs in

the passé composé

Employ correct grammar and

appropriate vocabulary to

effectively communicate at

the airport.

Accurately complete

immigration forms and travel

documents with required

information.

Demonstrate their

125

groups, students will use the first person

singular form of the verb and put it to their

favourite tune. This will be presented to the

class.

Participate in the “verb race” game to practise

the irregular verbs. Divide the Class into two

or four groups. One member of each group will

stand at the back of the class. The teacher will

call out an irregular verb with the subject and

the students will race to write the correct form

of the verb on the board. The first person to

write it correctly scores a point for his/her

team.

Create a simple story based on various pictures

using linking expressions and other

expressions of time while employing the passé

compose of both regular and irregular verbs.

Participate in a class discussion, in FRENCH,

about their visit to a Francophone country.

Students will respond to questions such as Où

êtes-vous allés?/Where did you go? Qu'as-tu

fait?/Qu’est-ce que tu as fait?/What did you

do?

Write an article for a well-known magazine

which gives a report on a trip that a famous

Jamaican made to a Francophone country.

Complete a questionnaire from a travel agency

which requires the students to indicate what

they liked and did not like about their holiday

understanding of the written

and spoken language by

correctly responding to

questions based on the texts.

126

experience.

Create a PowerPoint presentation to the class

about Mes meilleures vacances/My best

vacation in which they discuss a trip the

students made to a Francophone country.

Students will also express their opinions on the

trip.

Students, in pairs, will help each other do a

checklist of the things they have and what they

don't have for a trip. They will employ the

correct direct object pronoun in giving the

response. For e.g. tu as ton maillot de bain? Do

you have your bathsuit? Oui, je l'ai/Yes I do or

Non, je ne l'ai pas/No I do not.

In pairs, each student will receive a sheet with

items that they have. The partner’s sheet will

have a few items that are different. Student A

will ask his/her partner if he/she has a

particular item, and Student B will respond

based on whether or not that item is on the

sheet. The student will also have to indicate

what he/she “has to do” to complete the

preparation.

Watch and listen to an animated video or

presentation about persons discussing their

preparations for their upcoming trip and

respond appropriately by identifying things the

person needs for the trip.

Read a dialogue which deals with persons

interacting with officials at different sections of

the airport. Students, in groups, will use the

127

dialogue as a guide to creating their own A

l'aéroport/At the airport dialogue then act it

out in class.

Fill out an immigration form/travel related

documents

Complete multiple choice exercise by selecting

the correct form of the verb in the appropriate

tense, present or passé composé.

UNIT: 1 Students should be able to:

TERM

TWO

Quand j’etais jeune o Use target language in discussions

relating to different aspects of their life

from childhood to adolescence

o Differentiate between the uses of the

imperfect tense and the passé composé

o create dialogues and stories dealing

with habits in the past

o respond appropriately to questions

based on a variety of written texts

dealing with habits or events in the past

Examine a passage or short story and pick out

verbs/underline verbs in the imperfect tense

Deduce usage of verbs in the imperfect tense

Practise forming the imperfect tense of regular

and irregular verbs

Tell the students to write sentences of their

own relating their experiences when they were

younger

Play the Chinese Telephone (Téléphone arabe)

game to tell each other one activity that they

used to do as a younger child

Build a story of their past experiences based on

what they used to do aided by their teacher and

peers utilizing positive and negative

constructions

Demonstrate the ability to

recount their early years by

employing sentences

constructed in the appropriate

past tense; negative as well as

positive expressions and set

phrases.

Show ability to differentiate

between use of the imperfect

tense /passé composé when

completing a piece of written

document

128

View picture slides with celebrations of

historical events and describe in the target

language how each event was celebrated

paying special attention to cultural practices.

Complete a passage in which they select the

correct tense from those tenses that have

already been studied

In groups of four, discuss their growing- up

years using the target language and tell what

they now do that they never used to do before

In pairs write a short guided dialogue which

will entail the exchange of information about

each other’s habitual past actions in French

Read aloud excerpts containing the imperfect

tense and the passé composé

Listen to a variety of stimuli and select the

correct responses

Plan and present a fashion show featuring

clothes from the ‘60s to the ‘90s and have an

announcer tell the era and describe what

persons used to wear for a particular

event/occasion based on what the model is

wearing. Record the presentation.

Debate the moot: La société d’hier et

d’aujourd’hui / Life then and now using simple

sentences composed in the appropriate tenses

and comparative expressions as required in the

moot

Exhibit listening skill by

responding correctly to

specific stimuli related to past

experiences

129

UNIT 2: Mes projets pour

l’avenir—My future

plans


TERM

TWO

JANUARY

TO APRIL

o Use suitable language expressions

to describe future actions and

events.

o Communicate effectively with

classmates telling them about their

plans for the future

o Answer orally and in writing

questions in the future tense

o Select and use appropriate forms

of the future tense in describing

future events

o Respond appropriately to

questions by selecting the

appropriate tense.

Participate in a conversation to talk about

things they are going to do using the “je vais”

construction as a means of recapping the near

future construction. Teacher will ask

questions such as "Qu’allez-vous faire ce

soir ?/Qu’est-ce que vous allez faire ce

soir ?", "Que vas-tu faire à l'école

demain?/Qu’est-ce que tu vas faire ce soit ?”.

Students will respond using the same

construction, e.g. “Je vais regarder la télé",

"Je vais étudier les mathématiques."

Complete short sentences using the correct

form of the verb indicated in the future tense.

Watch a short video clip with persons talking

about their plans for their birthday or their

New Year’s resolutions. Students will then

engage in a discussion about what they

understood, in English. Create an e-invitation

in which they will invite at least two persons

from their class to their birthday celebration.

Contribute a comment to a passage which

deals with a young person’s concerns about

his/her future. Each student will write at least

one comment to say what the future holds for

the person. When completed, this should then

be read in class. In groups, create a poster

Written material should

reflect the correct use of both

regular and irregular verbs in

the future tense.

Demonstrate their ability to

correctly respond to both

written and spoken questions

Demonstrate an ability to ask

and respond to questions in

the future tense

130

which deals with what persons have to do to

achieve their future goals e.g. "Vous devrez

avoir la foi", "Vous devrez étudier."

In groups, students will read concerns from a

schoolmate and write a brief paragraph, in

response to the concern, to be placed in the

school’s magazine in the “Comment sera mon

avenir?” What will my future be like section?

Read a comic strip in which the future tense is

used in wondering. Discuss the use of the

tense in this context. They will then complete

a comic strip on wondering about the future

based on the cues given.

Read a passage entitled “Mes prochaines

vacances ” or read/listen to a variety of

material and answer open-ended questions

based on these. Create a dialogue with a

classmate talking about their life in the future

or an invitation to a celebration or other event.

Contribute to the online forum Comment

sera le monde en 2050?

Unit 1 La

Communication

personnelle—personal

communication


TERM 3

MAY TO

o Ask and answer questions about

personal communications devices.

o Compare and express opinions about

From a video, listen to the names of

communication devices while viewing pictures

of them. In pairs, ask each other how to spell

131

JULY personal communications devices.

Discuss the advantages and

disadvantages of personal

communication devices

these devices. Practise asking about each item

using “Tu as…” Choose three items of

communication and find two persons who each

have one by asking “Tu as… + name of

object”

Practise questions specific to particular

devices, e.g. capabilities of the device, phone

number. Find out each other’s opinions about

different devices using Tu aimes + name of the

object? and Que penses-tu de + name of the

object? Express positive and negative opinions

using common phrases (see glossary). Work in

pairs to practice giving their opinions on

various devices.

Research various communications devices

paying attention to the expressions used in

French. State the advantages and

disadvantages of a particular device in their

opinion, using the construction “Je n’aime

pas…. parce que…” Make comparisons using

mieux que/better than; plus grande que/bigger

than; plus utile que/more useful than.

Role play in groups of four a sales event in

which they try to persuade others to buy their

favourite communication device. Record their

dramatizations, listen to taped roleplay and

132

write down what they hear. Work in groups of

four to identify and correct the mistakes made.

Redo the roleplay with the corrected script and

videotape it.

Unit 2 Students should be able to:

TERM 3

MAY TO

JULY

LesMedis—The

media

o Use appropriate target language

expressions to express opinions on

social and other media.

o Advance arguments about the use and

misuse of communication media

Communicate using relevant structures to

express what is being done with particular

media

Participate in a class discussion in which they

list different media forms, and present their

views in ENGLISH on the role of media. Act

out a scenario, in groups, in which a reporter

seeks the opinion of the general public in

FRENCH on different media. Write sentence

slogans in FRENCH to support their

perspectives. Use these to create a montage for

class display.

Participate in a field trip to an electronics store.

Identify in FRENCH the different forms of

media seen. Create a compilation of

descriptions of persons engaged in various

activities with media devices. Create an

advertisement for one communication device

observed in the store.

Translate the display language of a commonly

used social media platform into French. Create

a glossary of the terms used to represent

common tasks e.g. mot de passe/password,

téléchargez/download. Work in pairs to explain

to the class in FRENCH how to use a chosen

social media platform.

Demonstrate the ability to

express appropriately

opinions about different forms

of communication in the

target language.

Communicate preferences

effectively using the target

language.

Extract information in the

target language from different

media sources using available

devices

Use appropriate structures to

describe events and media

devices

133

Respond appropriately to simple questions

about different media e.g Tu aimes le cinéma?

Talk about media content that they have seen

e.g. describing actors, actresses and favourite

scenes of movies.

Play a game in which descriptions of

communication media are written on slips of

paper and read by different students, with the

rest of the class trying to guess what they are.

134

SPANISH

135

DURATION

40 min/80

min = 1

Class


LEARNING ACTIVITIES

ASSESSMENT


Term One

-Los modos de transporte

/

Modes of transport

Identify the means of transport. Eg. el

coche, el avión, bicicleta, motocicleta, el

tren, el metro

Say what their favourite means of

transport is and why using comparatives

in

Spanish.

The teacher needs to teach the modes of

transport with the relevant prepositions.

Recognition of means of transport based on

drawings and photographs.

Irregular comparatives (mejor…)

Recognition of means of

transport based on drawings

and photographs.

Questions and answers

Comparar los modos de

transport /Comparing

means of transport

say what their favourite means of

transport is and why using comparatives

in

Spanish.

Irregular comparatives (mejor…)

Questions and answers

136

Describir un lugar de

interés en Jamaica

Describing a place of

interest in Jamaica

choose a place of interest (e.g Dunn’s

River Falls) and will describe it in

Spanish.

Tourist brochures in Spanish can be used and

can be obtained from

Jamaica Tourist Board

Students will design their

own brochure for potential

tourists.

Direcciones/

Directions

use a map to give directions in Spanish.

Multimedia Projector

Laptop

Students could use the map of a town they do

not know eg.

Kingston, Old Harbour, Montego

Bay Ocho Rios, etc

The teacher could use google maps and project

town on board.

Guessing where they are

based on given directions

Itinerario/Itinerary create an itinerary in Spanish. Teacher may need to show an itinerary in

English

Presentations given by students.

Contar de un viaje/

Giving an account of a

trip

use the pretérito to give an account of a

The teacher will guide the students in using the

right forms of the past tense.


paragraph about a fictitious

trip based on a map in

137

Spanish.

Listening to the news. listen to a short news item/past events

selected by the teacher.

The teacher can create their own materials or

use authentic materials that are available.

Laptop and speakers

Questions and answers that

seek to assess the students’

comprehension of the content.

Oct 20 Heroes Day

Consolidation

Oct 21 Mid-term

Consolidation

Oct 20 Heroes Day

Consolidation

La preparación para

viajar al extranjero

Preparing for travelling

abroad

role play different characters such as the

receptionist at a hotel receiving

The teacher may use other scenarios.

Pictures/photos/drawings of items to be

used when travelling

Students will make a to-do

list for travelling including

reserving a call for

reservation

138

En el aeropuerto /at the

airport

- airport announcements

go through the tour of an airport and will

listen to airport announcements.

Students will not be required to know every

single word in the announcements. They need

to be provided with key words such as vuelo,

puerta etc.

Students will be required to

fill in key terms in a passage

or dialogue.

Going through the

airport on the return

role-play situations at the customs and

will fill in an immigration form in

Spanish

The teacher may take students to an actual

airport to do this activity.

Students will fill in

immigration/customs

forms

El Viaje/

The trip

Gives an account of a trip abroad.

Laptop and Multimedia projector

Students may research places in

Spanish speaking countries. The emphasis

for the presentations will be the use of the

past tense.

Students will be assessed on

their PowerPoint

presentations in

Spanish.

Filling in a form from a

travel agency

Say what they liked and disliked about a

trip.

The evaluation information will be based on the

trip as described in the PowerPoint.


fill in an Evaluation form

139

about the trip.

Exams Exams

Letter-writing Write a friendly letter Laptop and multimedia projector

The teacher will remind students of the use

of Tú and Usted.

Students will write a letter

to a person whom he/she

met while abroad telling

the person about how they

enjoyed/did not enjoy the

trip

Project work Creates the outlines for their project

during the class.

Students will research places in a Spanish

Speaking country.

Maps

Students (in groups) will

complete a written project on

a Spanish Speaking country

they visited or researched.


TERM

TWO

FEBRUAR

Y TO

MARCH

1.Cuando era Joven /

When

I was young

140

Description

Habitual Actions say what they used to do The focus is on habitual actions.

Students will write about their

habitual actions when they

were younger

Describing a place compare their previous school

with the current one

This activity can be done orally or in writing.

Students will create on

cartridge paper with

antonyms which they use to

describe their past and present

schools employing the use of

the imperfect and present

tenses.

Perfect vs. Imperfect Identify the verbs in the imperfect and

perfect tenses and give the reasons for

their uses.

The teacher should use interesting texts.

Students will identify

correctly the tenses

Story Writing The teacher should select interesting stimuli.

Students will use correctly the

tenses for story writing.


write a story based on given

141

stimuli.

Mystery Case present a skit in which they try to solve a

mystery. Eg. Murder, robbery etc.

The teacher will assist with vocabulary. Peer evaluation

Feb 16-20 CONSOLIDATION ASH WEDNESDAY (MID TERM BREAK)

Mis Planes para el futuro use the immediate future

The teacher should revise immediate future and

use it as a launch pad for the future tense.

Questions and Answers

Future tense

Plans for Future

(Regular Verbs)

identify the future tense. The focus is on regular verbs only.


(Interviews)

Future Tense

(plans for the future)

Irregular Verbs

say what subjects they will select and

what will be in the future.

Though the focus is on the irregular, students

may be allowed to use the regular future tense

in their answers.

Students will write a brief

paragraph about their future

plans.

142

Future Tense

Regular and Irregular

Verbs

talk about their next vacation Students should be encouraged to include the

immediate future, regular and irregular future in

their dialogues.

Students will create a

dialogue in which they talk

about their future plans

What will happen next? guess what will happen next A video

will be played and paused at intervals or

a series of photographs will be

displayed and appropriate

pauses will be made to allow students to

guess the outcome.

The teacher needs to be familiar with the

material so that the pauses can be done

appropriately.

Laptop, multi-media projector, photographs to

be projected by the document camera.


Mar 30 –

April 3

Holy Week

April 2 Holy Thursday holidays begin


TERM

TWO

APRIL TO

JUNE

143

1 Comunicación personal/

Personal

Communication

Expressing likes/dislikes

and preferences and

giving reasons

Identify various communication devices

(telephones, ipad, ipod, tablets etc.)

Pictures of the devices. (Students can bring

their own devices if permitted)

Preferir

Gustar

Odiar

Students can bring their own devices if

permitted.

Peer group testing

Expressing Opinions Use of the internet to find sites selling

communication devices for students

select devices and give their opinions

about them.

The teacher should group students will make a

presentation on one device selected from

within the group giving a reason for their

choice.

In group of threes students

144

Comparación

Comparing Devices

(Use of Comparatives)

compare devices using the comparatives The teacher needs to ensure that comparatives

are used.

Students will be asked to

compare two devices in front

of the class

Using Direct Object

Pronouns

In responding questions about the

devices students will be required to use

the direct object pronouns.

i.e. ¿Para qué se usa el teléfono?

Lo uso para hacer llamadas.

Ensure that students use appropriate object

pronouns to replace nouns (lo, la, los, las)


May 22 and 25 Midterm break/Labour Day

Los Medios de

comunicaciones

(expressing views on

media)

Express views on media Class discussion on media

Expresiones para utilizar

(No) Estoy de acuerdo

En mi opinión

Pienso que/Creo

Prensa (periódicos, revistas, etc)

Electrónica

Research on different

media types and prepare

posters on communication

devices e.g. Radio,

television, newspapers,

magazines, etc.

145

Brainstorming on the different types of media

is to be done in

English

Interacting with e-mails create an e-mail account in the target

language to be exposed to the

vocabulary used in e-mail accounts in

Spanish. (eg. www.es.yahoo.com)

And exchange e-mail with classmates

in the target language.

Create account in target E-mails should be written to

include the use of the present

continuous.


cc their mail to the teacher.

Exams

http://www.es.yahoo.com/

http://www.es.yahoo.com/

146

PHYSICAL EDUCATION

147

INTRODUCTION

The aim of the Physical Education Curriculum is to allow students to:

1. Develop a knowledge and understanding of Physical Education and Sport.

2. appreciate that participation will enhance their physical fitness and well-being along with a variety of motor skills

3. Learn that activities contribute to the goals of education, enhance self-direction, and self-esteem.

4. Learn that Physical Education concepts and skills will expose them to a wide variety of careers which will prepare them to be confident and productive individuals get

together and have fun

5. Keep fit and healthy.

6. Learn physical and technical skills.

7. Cooperate and communicate with others.

148

Unit

Duration Topic/ Content Specific Objectives Suggested Teaching

And Learning

Activities

Assessment

Term 1

(Septembe

r –

December

2 weeks

3 weeks

2 weeks

2 weeks

NETBALL

Theory- Roles, functions and

hierarchy of the governing bodies

in Netball.

The effect of physical activity on

the different systems of the body.

Revision of:

Passes

Landing and Pivoting

Marking & dodging

Defending

Shooting

Passing

Zigzag

Straight line

Dodging


State and discuss the roles and functions and

hierarchy of the governing bodies for Netball/

(local, and international).

State the effects of physical activity on the

different systems of the body.

Perform appropriate activities for warm-up

and cool-down, specific to netball.

.

Refine ball handling, shooting, marking and

dodging and footwork skills learned.

Demonstrate an understanding of rules in a

game of netball.

Demonstrate positive personal and social

behaviours that emphasize fair play.

Demonstrate an understanding of passing

using the straight line and zig-zag technique.

Demonstrate an understanding of the ‘single feint

dodge’ as opposed to the ‘double feint dodge’

Perform umpiring task by identifying

infringements relating to netball and the

penalties to be awarded.

Research

Search for information

Create scrapbook

Pass, catch, shoot, feint

Dodge, mark

Sprint forward, run in a

zigzag manner,

Play game, analyze,

observe, apply rules

Footwork, change of

direction speed

Research Project

Home Work

Correct execution of skills

149

Term 2

January -

March

4 weeks

2 weeks

3 weeks

4 weeks

Single feint

Double feint

Game/Umpiring

TRACK AND FIELD

Theory- Roles, functions of the

governing bodies in Track and Field

Relays

4 x 100m

4 x 400m

Demonstrate strategies using a combination

of attacking and defending skills with special

emphasis on dodging and marking in game

situations.


State and discuss the roles and functions of

the governing bodies for Track and Field/

(local, and international).

Discuss and interpret rules governing specific

sport

Employ correct biomechanics when running

and utilize visual change using the down

sweep method while remaining in assigned

lanes.

Revise and perform the technique of the

down sweep method of change.

Demonstrate proper coordination of arms and

Officiate, observe

Record, Report

Research


Prepare individual

and/or group projects

on roles and functions

of governing bodies for

Track and Field.

Jump, Takeoff,

Landing

Run, Jump, Land

Accelerate

Observation of the rules

during game’

Accurately apply

combined Netball skills in

game situation, while

observing rules

Display accurate decision-

making strategies

Demonstrate fair play in

game situation

Research Project

Home Work

Demonstrate, correct

landing technique

Correct execution of take-

off.

Correct execution of

running technique.

Observing rules.

Demonstrate the correct

150

2 weeks

11 weeks

Check marks

Long jump

High Jump

Discus

Shot

FOOTBALL (BOYS)

Roles, function and hierarchy of

the governing bodies of football.

Social impact of football on the

community/society

Marking

Attacking plays

Defensive plays

legs while running in a straight, in lanes,

around the curve and crossing over at the

appropriate time

Identify and demonstrate the phases suitable

for the execution of the long jump, high

jump.

Refine techniques in long jump (float, hang

and hitch kick) and high jump (Fosbury Flop)

Develop good coordination in executing the

different throws. (shot, discus)

Choose to exercise for enjoyment and

training benefits

Use knowledge of skills to perform

effectively in competitions.


State and discuss the roles and functions and

hierarchy of the governing bodies for football

and the social impact it has on the

community/society.

Explain the different systems/formation

Demonstrate tactical skills for individual or

team play while defending or attacking such

as: marking, creating scoring opportunities

Run-up, Take-off,

Flight Landing

Throw

Putt

Communication

run-up and take-off

Clear bar using the basic

technique.

Proper execution of the

throwing technique

Scrapbook created shows

factual information about

sports personalities.

Effectively create space

for play

Apply attacking and

defending skills

151

Term 3

April -

2 weeks

9 weeks

Tactical plays

Shooting

Game

VOLLEYBALL

Roles and functions of the

governing bodies of Volleyball.

Structure of Volleyball

competitions held at the local level.

.

Volley

The dig pass

Block

Demonstrate an understanding of the

principles of defense and attack.

Define and explain the role and

responsibilities of each player on the team.

Perform effectively one on one strategy in

both defending and attacking


State and discuss the roles and functions of

the governing bodies for Volleyball and the

structure of competitions held at the local

level.

Perform appropriate activities for warm-up

and cool-down specific to volleyball

Refine technique of overhead (volley),

forearm passing, serve reception, overhead

Research


Create scrapbook.

Debate

Shoot

Pass

Dribble, Control,

Movement turn,

Coordination

Mark

Cover/defend

Square, Head ball


Analyze findings

Block

Ability to create space and

provide cover

Ability to channel attacker

from goal

Ability to use width and

penetration to attack

Correctly execute football

skills in game situations

Research Project

Home Work

Demonstrate appropriate

blocking skills

Correctly demonstrate

spike approach

Correctly execute the spike

and block of the ball

Appropriate use of the

overhand and underhand

passing skills

152

June

2 weeks

9 weeks

Spike

The dig pass

Service

Rules

Game

BASKETBALL


governing bodies of basketball.

Structure of competitions held at

the local level.

One hand push pass

One hand bounce pass

Footwork

Set shot

Jump shot

Lay-up shot

Dribbling

Game

set, blocking, spiking.

Utilize offensive and defensive strategies in a

game.

Assess skills with self and in peers while

getting feedback from the teacher.


List, explain and analyse the roles and

functions of the governing bodies in

basketball.

Research the basic equipment used and rules

governing Basketball.

List and explain the roles of the playing

positions in Basketball.

Recap, refine and apply basketball skills

learned.

Execute one-hand push pass and one-hand

bounce pass and show hand target to receive

the pass.

Use the correct technique to catch a ball.

Perform shots from free throw line and sides

of the key.

Perform different types of cross-over dribble.

Execute the defensive stance and slide while

playing defense on and off the ball.

Work harmoniously in groups, demonstrate

Jump

Footwork

Spike

Arm swing, take off

Overhead set, forearm

pass

Serve


electronically,

manually

Develop teamwork

Research Project

Home Work

Accurately discuss tactical

and technical aspects of

skills

Execute the crossover

dribble techniques

Correctly execute

defensive stance and slide

Observe correct footwork

movement

Correctly execute the

shooting techniques

Demonstrate correct body

position when taking shot

Effectively combine skills

153

2 weeks

3 weeks

CRICKET (BOYS)


governing bodies of Cricket.

Structure of competitions held at

the local level.

Bowling

Off spin

Leg spin

Medium pace

mastery of learnt skills and apply strategies

under match conditions.

Explain referee's calls for infringements and

penalties to be awarded.


List, explain and analyse the roles and

functions of the governing bodies in cricket.

Research and present on the structure of

cricket in Jamaica.

Show an appreciation for the rules governing

the game and the sporting tradition in which

it is played.

Execute proficient level of skills in wicket

keeping techniques.

Demonstrate running between the wickets

while keeping the ball in view.

Report, Discuss,

Communicate

Bounce

Jump

Shoot

Defensive stance

Lay up

Dribble

Front dribble

Spin crossover

Between the leg

dribble

Behind the back

dribble


Analyse findings

Grip

Stance/footwork

Back lift

Bats wing

Balance

Timing of stroke

Follow through

Run up

Gather/coil

in a competitive and/or fun

situation

Identify violations

Correct execution of skills

in a competitive situation.

Research Project

Home Work

Oral/written reports give

clear evidence of concepts

studied in research.

Competently perform the

cut shot

Correctly demonstrate the

pull shot.

Correctly demonstrate

bowling action

Demonstrate appropriate

fielding technique

154

3 weeks

4 weeks

2 weeks

Batting

Preparation for the shot

/Alignment

Stance/balance

Completion of the shot

Fielding

Attack

Pick up

Balance

Body alignment

Positioning

Laws

Game

THEORY

Sports-related injuries and basic first

aid treatment procedure.

Effectively execute the grounding/sliding of

the bat towards and behind the crease while

taking a run.

Execute the correct technique in the cross-

batted shot/strokes e.g. (cut and pull)

Use stock/length and line delivery and

maintain line outside off stump.

Demonstrate the use of the fielding positions

(close in and out), stationary and while

moving.


Identify the types and causes of sports injuries and

general preventative measures.

Administer basic first aid procedure when applicable

.

Delivery stride

Delivery

Attack the ball

Pick-up and balance

Body –alignment

Throw

Long and short barrier

Chase

Retrieve

Apply the laws

Think

Analyze

Communicate

Listen

Record information

Create organize

cooperate

Correctly apply

appropriate skill in game

situation

Demonstrate knowledge of

laws of the game

Participate actively in

discussion

Record information

Present adequately

equipped first aid kit

Participate actively in

physical activity

155

3 weeks

HEALTH SAFETY AND

WELLBEING

Benefits of physical activities

Movements/dance; Gymnastics

Identify benefits of participating in physical

activities.

Demonstrate a variety of movements

Balance using different body parts while

moving alone or with a partner.

Individually and in groups perform

movement sequences containing basic

gymnastic activities.

Create dances based on themes such as

sports.

Create jingles to show

benefits of

participating in

physical activities

•Create dances based

on themes such as

sports.

156

BIOLOGY

157

TOPIC/CONTENT DURATION OBJECTIVES:

STUDENTS SHOULD BE ABLE TO:

TEACHING/LEARNING ACTIVITIES

ASSESSMENT

TERM 1

UNIT TITLE: TRANSPORT ACROSS CELLS

Biological Drawings

(Revision and

Concretization)

1 Week Discuss and dictate rules for drawing.

Identify the most significant features of a specimen

and make an accurate representation.

The students will draw on prior knowledge to:

develop their observation skills, recall guidelines for

drawing from specimen and magnification

calculation by producing biological drawings of the

external view of the plant storage organ:

Carrot/Ginger (Classwork)

Drawing specimen: Plant

storage organs:

Transverse view of Tomato (Homework)

Osmosis and Diffusion

4 Weeks define the processes of osmosis and diffusion

investigate the process of osmosis

explain the process of osmosis

compare osmosis with diffusion

prepare biological materials for investigation

demonstrate interest in the outcomes of

investigations

make predictions using scientific knowledge and

understanding

Week 1 (Engagement)

Carry out practical activities depicting movement of

substances (eg. Spraying perfume; lettuce leaf in

water)

Construct a table to show the similarities and

differences between osmosis and diffusion. Share

information with the class and through a teacher led

discussion, complete a combined table of these

similarities and differences

Introduce the terms hypotonic, hypertonic and

isotonic

Formulate and present

scientific print/oral

reports of the effects of

salt water and tap water

on a deshelled egg to

demonstrate accurate

recording of observations

(Homework- Week 1).

Assessment of practical

lab skills and lab reports

for practical exercises.

Graded worksheets on

158

Weeks 2-3 (Explore, Explain and

Elaborate)

In groups, cut a medium Irish potato in halves. Carve out a hollow in both halves of the potato. (Be careful when using sharp instruments). Cut the base of each potato cup so that it can stand on its own. Stand each potato cup in a separate dish containing the same volume of water. Place one teaspoon of brown sugar or salt into the hollow of one potato cup. Leave both potato cups for 30 minutes. Observe and record what happens (Classwork)

Share their observations with the class and suggest reasons for the changes. Guided by the teacher, relate their observations to the concept of osmosis and develop explanations of the process observed.

Video presentations to

osmosis and diffusion.

159

demonstrate animations of diffusion and osmosis (https://www.youtube.com/watch?v=PRi6uHDKeW4)

Week 4

UNIT TEST 1: OSMOSIS AND DIFFUSION

UNIT TITLE: TRANSPORT IN HUMANS

https://www.youtube.com/watch?v=PRi6uHDKeW4

https://www.youtube.com/watch?v=PRi6uHDKeW4

160

1. Human

Circulatory

System

5 Weeks Investigate the need for a transport system in multicellular organisms.

Identify the types of substances which need to be transported in animals.

Identify the main components of blood and state their basic functions.

Relate the structure of arteries, veins and capillaries to their functions.

Annotate a simple diagram of the human heart.

Relate the basic structure of the human heart to its function.

Trace the flow of blood through the heart and around the body.

Use scientific vocabulary and/to articulate concepts clearly and precisely

Week 5

View a projected image or chart online of human blood and, aided by the teacher, identify red and white blood cells and platelets.

In groups, make models of red and white blood cells and platelets by cutting shapes from cardboard, paper, plastic, foam, modelling clay/plasticine or rubber.

Discuss the function of each component with the aid of video presentation (https://www.youtube.com/watch?v=qrE6Y0S

e8bw or https://www.youtube.com/watch?v=VSVYgivfs9c/)

Models of the Blood Vessels (Homework- Week 6)

Graded worksheets on the circulatory system.

Weeks 6-7

Discuss the structure and function of the different blood vessels and complete a compassion table to illustrate the information.

In groups, research, plan and design models of the different types of blood vessels, using available materials. Plans should include

https://www.youtube.com/watch?v=qrE6Y0Se8bw

https://www.youtube.com/watch?v=qrE6Y0Se8bw

https://www.youtube.com/watch?v=VSVYgivfs9c

https://www.youtube.com/watch?v=VSVYgivfs9c

161

constraints. Present designs to the class, explaining how they will represent the blood vessels. Then, refine designs based on feedback. Construct the model using the modified designs.

Weeks 8-9

Annotate simple diagrams of the human heart [external features and longitudinal section (L/S)].

Virtually examine with the aid of the smart board the external and internal features of a heart and with reference to the diagrams identify the main parts.

Draw out a map of the human circulatory system on the school field or classroom floor. Label each area on the map. Take turns representing the blood, walk around the system explaining what happens at each point.

162

Guided by the teacher, infer that

the human circulatory system is a

double circulation, explain why it is

given this name and discuss the

advantages of such a circulation.

Demonstrate and explain what happens to the flow of blood if the rate of the heart beat increases.

Week 10

UNIT TEST 2: TRANSPORT IN HUMANS

UNIT TITLE: TRANSPORT IN PLANTS

2. Transport in Plant (Translocation and Transpiration)

3 Weeks Identify the substances that are transported in plants

Describe how roots are adapted for taking in water

Identify the location of transport tissues in a dicotyledonous plant stem and root sections.

Describe the basic functions of the xylem and phloem.

Investigate the movement of water

Weeks 11-13

In groups, examine pictures of roots with root hairs, e.g. germinating peas or beans, or other sources such as videos and animations, and brainstorm to identify the role of the root hairs. Share ideas with the class.

View projected images of the transverse section through a stem

Quiz and worksheets

Drawing skills (of Vascular Bundles)

Lab Reports from practical exercise

163

from the soil to the leaves and root showing the vascular bundles and compare with the sections cut from the plant. Describe the movement of substances from the soil through the plant and present their observations in a variety of ways.

Examine and discuss the structural features of the xylem and phloem vessels guided by the teacher.

Investigate the uptake of dye/coloured ink by celery by placing the freshly cut plant stalks into a beaker/glass containing the dye/ink solution. Leave for 1-2 hours and observe what happen.

Examine and discuss details associated with the Transpiration Pull and Translocation with the aid of video presentations (https://www.youtube.com/watch?v=7rWHT

02n47k and https://www.youtube.com/watch?v=QXdujo4PZ7c and https://www.youtube.com/watch?v=KHUrQ6qKpxQ)

Week 14

https://www.youtube.com/watch?v=7rWHT02n47k

https://www.youtube.com/watch?v=7rWHT02n47k

https://www.youtube.com/watch?v=QXdujo4PZ7c

https://www.youtube.com/watch?v=QXdujo4PZ7c

https://www.youtube.com/watch?v=KHUrQ6qKpxQ

https://www.youtube.com/watch?v=KHUrQ6qKpxQ

164

UNIT TEST: TRANSPORT IN PLANTS

TERM 2

UNIT TITLE: SENSITIVITY AND COORDINATION

3. The Nervous System

5 Weeks Deduce the importance of responding to changes in the environment

State that each sense organ contains sensory / receptor cells that detect a specific type of stimulus.

State that the brain and spinal cord comprise the Central Nervous System (CNS) which coordinates the body’s responses.

Name the main parts of the human brain and state their basic functions.

Differentiate between voluntary and involuntary /reflex actions.

Explain the importance of reflex actions using examples.

Week 1-3

View a video on the human nervous system. Participate in teacher led discussion to highlight the importance of responding to changes in the environment and identify the role the nervous system plays.

In groups, review and make model of the sense organs and formulate definitions for stimulus, receptor, response and effector. Share definitions with the class in a teacher led discussion. Construct a table to list each sense organ, the stimulus which it detects and its corresponding function.

View diagram / picture / video or

Models of the brain, sense organs (Homework- Week 1)

Online Quiz Practical

activity reports on reaction time and reflex actions (Classwork- Week 4)

165

examine a model of the human brain then label the main parts on a teacher prepared hand out. Construct a table to show the parts identified and their functions.

Weeks 4-5

Participate in a teacher-led discussion then formulate a definition of involuntary /reflex actions. In groups, generate and sort a list of actions into voluntary and involuntary. As a class, share their ideas from the lists and identify the benefits that can be derived from the involuntary/reflex actions cited.

Work in pairs to demonstrate some reflex actions identified in the previous activity (e.g. conditioned reflex- squeeze/release or hand pat, blinking, knee jerk, pupil reflex etc.) then in a teacher led discussion, identify the common features involved in the reflex actions and the role each plays.

Work in groups to compare their

166

reaction times. Hold ruler with fore finger and thumb. On a signal given by group leader, release ruler and try to grasp it with fingers before it hits the surface. Record the time taken to catch the ruler. Perform the activity two more times. Tabulate the results and calculate the average reaction time. Repeat the activity to determine the average reaction time for each member of the group. Plot a suitable graph (reaction time/ students) using the group results.

SEMESTER 1 EXAMINATION

TERM 3

4. The Endocrine System

2 Weeks Describe the endocrine system as consisting of ductless glands that respond to internal stimuli by producing hormones.

Identify selected endocrine glands, their location, the hormones they

In groups create power point presentation/poster or charts of the human endocrine system showing selected glands (pituitary, adrenal, pancreas, thyroid, ovaries, and testes) and give a 15-minute oral

Teacher and peer assessment of the oral presentations and supporting

167

produce and their importance in maintaining the internal environment (homeostasis)

Compare the nervous system with the endocrine system

Use appropriate scientific language to describe features of the nervous and endocrine systems

presentation. Students will record the information in a suitable table. Annotate a blank diagram prepared by the teacher.

Explore homeostasis in a teacher guided discussion supported by video presentations (https://www.youtube.com/watch?v=Iz0Q9n

TZCw4) In groups, compare the nervous and

endocrine systems and share findings with the class. Summarise the information presented.

posters/charts.

UNIT TITLE: EMBRYO DEVELOPMENT AND BIRTH CONTROL

7 Sexual

Reproduction

3 Weeks State that the fertilised egg (zygote) undergoes repeated cell divisions to produce an embryo which becomes implanted in the uterus

Identify key structures in a pregnant uterus (placenta, amniotic sac, amniotic fluid, umbilical cord and uterine wall) and state their basic functions in the growth and development of the human

View chart/ model/ video (online or offline) showing the development of the human embryo in the uterus.

Annotate a given diagram of the longitudinal section of the pregnant uterus.

Sequence prepared statements about the human life cycle (e.g. on cell specialization, fertilization, embryo development, birth etc.).

Assessment by teacher and peers of charts/ posters/ movies created.

Online quiz

https://www.youtube.com/watch?v=Iz0Q9nTZCw4

https://www.youtube.com/watch?v=Iz0Q9nTZCw4

168

embryo/foetus. Describe how the embryo obtains

nutrients and oxygen and eliminates waste.

Describe the effects of negative maternal behaviour during pregnancy on the development of the embryo/foetus.

Explain the importance of prenatal care during pregnancy.

In groups, create an album or a booklet to show the stages of growth of the foetus using pictures collected from the internet/posters/magazines (Use suitable software e.g., presentation or moviemaking) to create digital version of the album.

In groups, research (online/offline) the effects of negative maternal behaviours (e.g., diet, drugs, alcohol and smoking) on the developing embryo/foetus. Discuss information and prepare related questions that could be used during a panel discussion/press conference.

In groups, design and make a movie/digital story to persuade pregnant mothers to give up negative behaviours during pregnancy. Display video on the classroom forum/ online Classroom wall or page.

Role play exercise on prenatal care 8 Birth Control

2 weeks Critique methods of birth control.

Assess the importance of

Participate in a discussion led by a nurse/ doctor/teacher on the importance of family planning, the

Assessment of display charts

Online quiz

169

family planning Evaluate problems associated

with teenage pregnancy Show respect for each other’s views

effects of teenage pregnancy and the different methods of birth control/contraception.

In groups, collect photos of different contraceptives and create a display chart.

Debate on the moot “Be it resolved that condoms should be distributed in secondary schools.”

UNIT TEST: ENDOCRINE SYSTEM; EMBRYO DEVELOPMENT AND BIRTH CONTROL

END OF YEAR EXAMINATION

CHEMISTRY

170

INTRODUCTION

This guide is meant to be used as a tool to help grade nine parents and students keep abreast of the required learning outcomes for the academic year. The guide outlines topic,

objectives, suggestive activities and resources that are used at this level. It is by no means exhaustive, but simply representative of the syllabus for this level.

The grade nine syllabus is geared towards harnessing the natural curiosity and enthusiasm of the 9th

Grader. The syllabus presents Science in a fun way while developing the

requisite skills and attitude which Science demands.

171

UNIT

DURATION TOPIC OBJECTIVES

STUDENTS SHOULD BE ABLE

TO:

TEACHING AND LEARNING STRATEGIES

STUDENTS WILL:

ASSESSMENT

UNIT 1

Working Like

a Scientist 3

1.1 2 weeks Experimenting

1) Identify and state problems

2) Formulate hypotheses

3) Plan and design experiments

(fair tests) to solve specific

problems.

1) Create a flow diagram outlining the steps involved in the

scientific method and then share and discuss their

diagrams with the class. As a class discuss each step of

the scientific method.

2) As a class, examine samples of scenarios, problem

statements generated from them, and experiments which

were carried out to solve the specific problems. Discuss

the importance of controlling variables in the design and

execution of fair tests.

3) In groups, generate a problem statement from a scenario

provided by the teacher. Develop a hypothesis then plan

and design an experiment to test the hypothesis.

4) Carry out the experiment then present a report to class in

an exhibition format.

5) In groups, identify and specify a problem in their

school/community. Discuss and formulate a hypothesis,

then plan and design an investigation to test their

hypothesis. Collect and record their observations/data and

write a report on the investigation. Share and discuss

findings and ideas with the class.

Flow diagram contains the

steps of the scientific

method in correct sequence

Variables required for fair

tests identified

Problem statement

acceptable,

Expected results linked to

hypothesis

Experimental plan is

plausible and follows

expected steps

Suitable methods indicated

for presenting data Display

meets agreed criteria

Report reflects the scientific

method,

Problem statement

acceptable

Hypothesis acceptable

Investigation reflects fair-

testing

Data/observations

appropriately recorded,

Explanations/conclusions

supported by data

172

1.2 2 Weeks Quantities,

Units &

Graphs

1) Formulate a definition for the

term ‘physical quantity’

2) Recall five fundamental

quantities and their base units

3) Recognise a unit as a standard

measure of a quantity

4) Recognise that all other

quantities and units are derived

from funda-mental quantities

and base units

5) Use prefixes: micro, milli,

centi, deci, kilo, and mega

appropriately and be able to

carry out relevant calculations

6) Recognise that quantities have

effects on each other and that a

graph is a pictorial

representation of their

relationship

7) Plot graphs according to

accepted standards

8) Calculate gradients of graphs

and determine their units

9) Create and interpret distance-

time and velocity-time graphs

for uniform motion

1) In groups, be given a glass of water and various

measuring instruments (e.g. balance, ruler, thermometer,

measuring cylinder, micrometer, vernier caliper,

stopwatch). Use the instruments to measure and record the

values of as many things as is possible regarding water.

List some things about the water that could not be

measured (e.g. colour, smell, shape). State, giving

reasons, which of the set of things (measured/not

measureable) are physical quantities. Suggest a simple

working definition of the term “physical quantity”. Share

and discuss their definitions with class. (A physical

quantity is a measurable characteristic of anything.)

2) Recall five fundamental quantities of measurement and

their base units. In groups, use a ruler to measure the

length and width of a sheet of paper and calculate its

surface area. Use a stopwatch to measure the time it takes

for a small piece of tissue to fall from a height of 2 m to

the ground and calculate speed (distance ÷ time). Identify

the fundamental quantities in the calculation of the area

and the speed. Share information with class. (Teacher

should use the ensuing discussions to introduce the term

derived quantity.)

Answer the following question:

1. How are derived quantities formed?

2. How are the units of derived quantities found?

3) In groups, have each group member measure and record

the length across a desk top using their hand-span.

Compare the measurements obtained. Use rulers (each

group member) to measure the length across the desk and

compare results. Discuss the differences in measurement

obtained from using hand-span and the ruler and suggest

advantages of using the ruler. Discuss the need for

Measuring instruments used

correctly

Acceptable justifications

made

Acceptable definition of

physical quantity

Fundamental units correctly

identified

Correct calculations made

Scenario illustrates the need

for standard measurement

173

standardization in measurement and present a scenario to

illustrate the need. Share information with class.

4) Determine the number of millimetre graduations on a

metre rule and answer the following questions:

1. What fraction of a metre is a millimetre?

2. What does the prefix milli mean?

Repeat the exercise to determine the meaning of centi and

deci

Complete the following for each of the prefixes:

Micro = 1/000 milli; micro =

Kilo = 100,000 centi; kilo =

Mega = 10,000,000 deci; mega =

Measure the mass of a stone in grams then convert the

mass to (a) milligrams (b) kilograms. Read the frequency

of a radio station on a radio dial then convert the

frequency to (a) Hertz (b) kilo-Hertz.

5) In groups, discuss and provide an answer for the

questions, “What is a graph?” and “How are graphs

useful?” Share information with class. (Teacher should

emphasize that quantities have effects on each other and

that a graph is a pictorial representation of their

relationship.)

Observe as teacher demonstrates the important steps

involved in

plotting a graph:

1. Formulating a title for the graph

2. Labelling axes of the graph with quantities and units

3. Creating scales to ensure that more than half of the grid

is used in either direction

4. Plotting points accurately

5. Representing points using a small “x” (×) or a circled

dot ( • )

6. Drawing a thin line of best fit

Meanings of prefixes

correctly determined

Quantities correctly

converted

Graphs plotted according to

the standards taught

174

Use the guidelines to plot graphs from data provided by

the teacher.

6) As a class, brainstorm to determine the meaning of the

term ‘slope’. Discuss how slope relates to graphs and the

usefulness of slopes in analysing data. (Teacher should

introduce the term gradient as a synonym for slope.)

Gradient determined using

the standards outlined

1.3 2 Weeks Significant

Figures &

Standard form

1) Determine the number of

significant figures in the

expressed value of a quantity

2) Determine the number of

significant figures in a

calculated value

3) Express measurements and

calculated values to the correct

number of significant figures

4) Express measurements and

calculated values in standard

form (a × 10n)

1) In groups, be given a small object (e.g. a rectangular

block, cylinder, sphere) for which they will measure and

record the same dimension using a ruler, a vernier caliper

and a micrometer screw gauge. Compare the

measurements obtained, identify which measurement

gives more information, and justify their selection. Share

information with class. As a class, discuss the term

‘precision’ as it relates to measurement.

Complete worksheet, provided by the teacher, on

identifying the most precise value.

Examples of worksheet questions:

Identify the most precise value in each case:

a. 0.2 g, 1.6 g, 8.24 g, 20 g

b. 405 m, 879 m, 879.0 m, 870 m

2) As a class, discuss the meaning of the term ‘significant

figures’. (Teacher should emphasize that the significant

figures of a number are those digits that carry meaning

contributing to its precision.) Discuss the rules for

identifying significant figures in a given number, as

provided by the teacher, and observe the examples done

by the teacher. Complete teacher provided worksheet on

significant figures.

3) As a class, discuss the rules for determining significant

figures in numbers obtained from calculations, as

provided by the teacher, and observe the examples done

by the teacher. Complete teacher provided worksheet on

Measurements correctly

taken Measurement that

gives most information

identified

Correct answer provided on

precision worksheet


significant figures worksheet

175

significant figures, or the significant figures worksheet on

the e-Learning website (http://www.cremja.net/moodle).

4) In groups, find out the distance of the sun from the earth,

in metres. Given the speed of light (in m/s) and the

formula for calculating speed, determine the time it takes

for light to travel from the sun to the earth, in seconds. As

a class, discuss the level of difficulty in carrying out the

task.

5) Discuss the rules for expressing numbers in standard

form, as provided by the teacher, and observe the

examples done by the teacher.

6) In groups, carry out the same task using standard form.

Discuss the advantages of this method (standard form)

and share with class. Complete teacher provided

worksheet on standard form. (Teacher should point out

that in expressing a number in standard form, the number

of significant figures should be retained.)

7) Carry out similar tasks, for example finding the time for a

text message to travel from Jamaica to London,

performing calculations using numbers in standard form.

(Teacher should include other tasks relevant to students’

experiences.)

Acceptable value for

distance sun from the earth

given

Calculation of time for light

to travel from sun to

earth correct

Logical advantages given

for using standard form-


standard form work-sheets

Correct answer provided in

standard form

UNIT 2

Introduction

to chemistry

2.1 2 Weeks Introduction to

chemistry

1) Define the term Chemistry.

2) State the three main branches

of chemistry

3) Identify at least five chemists

and outline their contributions

to the development of

Chemistry.

4) Identify basic laboratory

1) View video presentation on the importance of Chemistry

to everyday life. Engage in teacher led discussion on the

impact of Chemistry (areas such as pharmaceuticals,

cosmetics etc).

2) Create a chart, possibly using appropriate software, to

show the link between Chemistry and all the other

branches of Science. Chart to be displayed in the class.

Actively participate in

discussion

Inferences on the

importance of Chemistry

made

Correct information

displayed

Link between Chemistry and

http://www.cremja.net/moodle

176

apparatus and associate each

with their correct functions.

5) Use appropriate apparatus to

measure quantities such as

volume, mass and temperature.

3) In groups, browse and search online sources and other

media for information on the contribution of named

scientists to the development of Chemistry. Prepare

information for presentation to the class using suitable

software (e.g., presentation, moviemaking, and sound

recording) or other physical media. Present information to

the class in varied formats.

4) View display/ read handout of basic lab apparatus and

participate in a teacher led discussion on their names and

uses Draw diagrams of common laboratory apparatus in

laboratory books and indicate what they are used for.

5) In groups, use correct apparatus to measure the volume,

mass and temperature of selected substances and record

results in a table using appropriate units (such as ml/ cm3

- volume, g - mass and °C – temperature).

branches of Science

made

Correct information

presented

Neat and concise

Correct names identified

Properly labelled diagrams

Correct measurements taken

Correct equipment used

Appropriate units record

UNIT 3

Chemical

Bonding,

Formulae and

Equations

3.1 2 Weeks The Atom

1) Describe with illustrations, the

structure of atoms of atomic

number 1 to 20;

2) State properties of electrons,

protons and neutrons.

3) Determine the electronic

configuration of an atom.

4) Define atomic number and

Students will:

1) Complete a table comparing the properties of the

subatomic particles and their location.

2) Draw the atomic structure for the first 20 elements.

3) Work out the electronic configuration for the first 20

elements.

4) Make models of atoms.

Calculate the protons,

neutrons and electrons for

the first 20 elements.

177

mass number;

5) Interpret notations of the form

a c

X

b d

3.2 1 Weeks Arrangement

of elements in

the Periodic

Table

1) List the names and symbols of

the first twenty elements.

2) State that the elements are

arranged based on their atomic

number.

3) Distinguish between periods

and groups.

4) Deduce the pattern for

determining electronic

configuration of the first 20

elements.

1) Students are to complete a blank periodic table for the

first twenty elements. They are to write down the atomic

number, mass number, name of element, symbol, draw

their atomic structure and write down the electronic

configuration for each.

2) In groups students will use the periodic table they

completed to distinguish between group and period.

Students will get a quiz on

the first twenty elements.

Need to know the correct

order.

3.3 1 week Elements,

Compounds

& Mixtures

1) Define element and compound.

2) Give examples of elements and

compound.

3) Use the octet rule to explain

why atoms bond.

4) Differentiate between physical

changes and chemical changes.

1) In groups, provide three examples each for elements,

compounds and mixtures.

2) Students will be given images depicting different

chemical changes. Students are to choose which images

are chemical changes and which are physical changes.

Complete a worksheet

where they are to determine

if the images a depicting a

pure element, pure

compound, or a mixture of

compounds and elements,

etc.

3.4 2 Weeks Ions

1) Define ion.

2) Explain the difference between

an anion and a cation.

3) Calculate the ionic charge.

4) Illustrate the formation of ions.

1) Draw diagrams of ions.

2) Work out the electronic configuration for different ions.

3) Determine the charge of an ion.

Calculate the protons,

neutrons and electrons,

electronic configuration and

charge for different ions

(cations and anions).

178

3.5 2 Weeks Chemical

bonding

(Ionic

Bonding &

Covalent

Bonding)

1) Define ionic bonding.

2) Draw dot and cross diagrams

to represent ionic bonding.

3) Write the formulae of simple

binary ionic compounds using

symbols and valencies.

4) Investigate the physical

properties of ionic compounds.

5) Define covalent bonding.

6) Draw dot and cross diagrams

to represent covalent bonding.

7) Write formulae of simple

covalent compounds.

1) In groups, view a chart/ handout of common ions and

engage in an activity to write the formulae of ionic

compounds provided by the teacher.

2) In groups, select two cards one from each colour (one

colour has cations and the colour has anions) and

complete the following chart for the compound formed

between the two ions selected.

Positiv

e Ion

# of

electron

s lost

Negativ

e Ion

# of

electron

s

gained

Formula

of

Compoun

d

Name of

Compoun

d

Ca2+

2 F- 1 CaF2 Calcium

Fluoride

3) Construct models of sodium chloride using two different

coloured balls of modelling clay held together by short

lengths of match sticks to represent ionic bonds.

4) In groups, students are to form molecules using their

bodies.

Correct formula on

completed worksheet.

The chart is correctly

completed.

Complete a worksheet on

writing chemical formulae

for both ionic and covalent

compounds.


Equations

1) State and apply the Law of

Conservation of Mass to

writing balanced equations.

2) Investigate the Law of

Conservation of Mass using

precipitation reactions.

3) Translate word equations for

simple chemical reactions into

symbol equation.

4) Write balanced chemical

equations with state symbols.

5) Write ionic equations.

1) In groups, students will be given word equations to

convert into balanced symbol equations with state

symbols. They are to write the ionic equation for that

balanced equation.

Complete a worksheet on

changing word equations

into symbol equations.

Complete worksheet on

ionic equations.

179


Reactions

1) Construct balance symbol

equations and ionic equations

from given information.

2) Explain the difference between

exothermic and endothermic

reactions.

3) Cite examples of exothermic

and endothermic reactions.

4) Combustion Reaction

View online or teacher demonstration of the reaction of

burning magnesium in air or a pinhead portion of sodium

metal in water and write the word equations for the

reactions.

Participate in brief teacher-led discussion on how to

represent chemical reactions with equations. Identify

reagents, products and yield arrow in sample equations.

Write chemical equation for the reaction.

5) Oxidation

View online or burn a piece of carbon over a Bunsen

flame and write the word and symbol equations for this

reaction.

6) Decomposition (thermal)

View online or heat copper or calcium carbonate over a

Bunsen flame. Test the gas produced.

Determine the reactants and products and formulate word

and symbol equations.

7) Displacement

View online or add a small quantity of zinc (granulated)

to copper sulphate solution in a test tube. Shake and

observe after a few minutes. Formulate word and symbol

equations for the reaction. (Any loss of energy as heat

should be noted and used to highlight exothermic

reactions)

Or

Add a few 5 cm3 of a soluble salt solution A (e.g. barium

chloride) to a test tube containing a second soluble salt

solution B (e.g. zinc sulphate). Record observations. Write

Accurate observations noted

Correct word and symbol

equation

180

word and symbol equations. Activity can also be used to

introduce writing of ionic equations.

8) Synthesis

The reaction of iron and sulphur heated to produce iron

sulphide or demonstrate the reaction. Observe and

formulate word and symbol equations.

Concept of endothermic reactions (energy taken in from

the surroundings resulting in reaction vessel becoming

cold) can be introduced by dissolving a

few grams of potassium nitrate or ammonium chloride

in water.

UNIT 4

Acid, Alkalis,

Salts

4.1 2 Weeks Acids, Alkalis

and Salts

1) State that compounds can be

classified as acids, and alkalis

2) Identify common acids, alkalis

and salts.

3) State the properties for acids,

alkalis and salts.

4) List common acids, alkalis and

salts found in both the

laboratory and in nature.

1) In groups, use KWL chart to say what they know and

what they want to know about acids and alkalis.

Participate in teacher lead discussion and complete the

KWL chart. Discuss the physical properties of acids and

alkalis. Produce a presentation or class wiki/poster on the

physical properties of acids and alkalis.

Correctly complete chart

Creative presentation with

accurate information

4.2 2 Weeks pH, pH Scale

& Indicators

1) Interpret the pH Scale.

2) Use pH paper and universal

indicator solution to determine

pH of different substances.

3) Show that acid-base indicators

1) In groups, perform a lab activity to determine the colour

changes of litmus paper and methyl orange in different

acid and alkali solutions and record their observations in a

variety of ways (teacher provide instructions) Add their

results to class data table for display.


Data suitably displayed

181

change colour in acids and

alkalis.

4) Investigate household

chemicals using acid-base

indicators.

5) Create individual pH scale

from household substances.

2) In groups, use universal indicator (pH paper and solution)

to determine the pH of different household substances.

Construct individual pH scales based on the pH of the

household chemicals measured (write the name of the

chemicals instead of the numbers on the scale). Represent

findings on an enlarged diagram of the pH scale posted on

whiteboard or any suitable display surface.

Accurate pH and colour

changes noted

pH scale displayed and

labelled appropriately

4.3 Reactions of

Acids &

Alkalis

1) Investigate selected reactions

of acids and alkalis.

2) Testing for hydrogen, carbon

dioxide and ammonia.

1) In groups, investigate the properties of acids using simple

test tube reactions of acids and metals (e.g. magnesium),

alkalis (e.g. sodium hydroxide), bases (e.g. copper II

oxide) and carbonates (e.g. calcium carbonate) and litmus.

Test the gases hydrogen and carbon dioxide produced.

Use the term neutralization to describe simple acid/base

reactions. (Link – show that neutralization reactions are

exothermic in nature). Write word and symbol equations

for all reactions.

2) In groups, conduct research on the application of

neutralization reactions to everyday life (e.g. indigestion

tablets, treatment of bee and wasp stings). Perform

laboratory investigations of common neutralization

reactions in the home (e.g. reacting baking powder and

lemon juice). Report findings (using simple scientific

language, drawings, labelled diagrams, bar charts or

tables).

3) In groups, investigate the properties of alkalis using test

tube reactions of alkalis with acids, ammonium salts (e.g.

ammonium chloride), and litmus. Test the ammonia gas

produced with damp red litmus. Students guided to

identify ammonia as the only alkaline gas. Write word and

symbol equations for all reactions.


Balanced Equations given

Neutralization reactions

identified

Neutralization reactions

correctly

identified.

Accurate observations

recorded

Report contains correct

information

Accurate observations

Balanced equations

4.4 Salts 1) Distinguish between soluble 1) In groups, investigate the solubility of salts. Be given Correct observations noted

182

and insoluble salts

2) Prepare an insoluble salt

3) Cite practical examples of

neutralisation in daily life.

samples of different salts (such as sodium chloride,

potassium nitrate, calcium sulphate, calcium carbonate) to

test their solubility in water. Tabulate results grouping

them as either soluble or insoluble.

2) In groups, make samples of insoluble salts (e.g. lead

iodide) by combining solutions of two soluble salts (e.g.

lead nitrate and potassium iodide) Record observations.

Filter the precipitate formed then dry and collect the salt.

Write word, symbol and ionic equations of the

precipitation reactions.

Salts correctly classified

Table contains accurate

information

Correct observations noted

Dry sample of salt obtained

Balanced equations given

PHYSICS

183

UNIT 1

DURATION TOPIC OBJECTIVES STUDENTS SHOULD BE ABLE

TO:

TEACHING AND

LEARNING STRATEGIES

ASSESSMENT

Working like a 1 Hour Basic and Derived Formulate a definition for ‘physical quantity’

184

scientist Quantity Recall basic/fundamental quantities and their

basic unit

Recognise that all other quantities and unit as

derived

4 Hours Area and Volume

area

volume

the volume of regular shaped objects

Research

Explanation

Demonstration

Problem solving

CW-Find the area of irregular

object using a graph

Use appropriate formulas to find

volume of 3D objects

Use the measuring cylinder to

measure the volume of irregular

objects

HW- Complete the quiz on area to

be used as recall

TEST-

1 Hour Mass and Force Define mass, weight and force giving SI unit

Differentiate between mass and weight

Identify types of forces

Determine the weight of an object

1 Hour Density Define density and give SI unit

Determine the density of an object

UNIT 2

DURATION TOPIC OBJECTIVES STUDENTS SHOULD BE ABLE

TO:

TEACHING AND

LEARNING STRATEGIES

ASSESSMENT

Electricity and

Magnetism

4 hours

Static electricity

Recall that atoms contain protons, neutrons and

electrons and state their respective charges

electricity

Research lightning and ways

of reducing the dangers of

lightning strikes. Create a

poster/digital story etc. giving

tips on safety practices that

CW- research on static electricity

draw circuit

Plotting a voltage verse current

graph

185

2 hours

4 hours

Current Electricity

Electro- magnetism

Formulate a simple working definition for the term

‘electric current’

cuits

using lamps, insulated wires, dry cells, switches to

distinguish between series and parallel circuit

circuit

Perform simple activities to identify the poles of a

bar magnet

repel

and current (I) in a simple series circuit

vestigate the properties of an induced current

reduce the possibility of being

struck by lightning.

Discussion

Demonstration (

drawings/illustrations)

Simulation / actual circuits

using bulbs in series or

parallel.

HW- A poster to highlight safety

precautions to reduce being struck

by lightning

Review/ read up; how to draw a

graph

Differentiate between a magnet

and an electromagnet

TEST

UNIT 3

DURATION TOPIC OBJECTIVES STUDENTS SHOULD

BE ABLE TO:

TEACHING AND LEARNING

STRATEGIES

ASSESSMENT

Thermal 8 Hours Heat transfer Formulate a simple working definition

186

Physics

of temperature

the direction of thermal energy transfer

vary with temperature

energy by conduction, convection and

radiation

emission of thermal energy by materials

he

principles of thermal energy transfer

regard to safety

187

DURATION TOPIC OBJECTIVES

STUDENTS SHOULD BE

ABLE TO:

TEACHING AND

LEARNING STRATEGIES

ASSESSMENT

AGRICULTURAL

SCIENCE

188

Growing of Crops In

Controlled or Open Field

Environments Using

Integrated Pest Management

Practices

2 weeks

2 weeks

2 weeks

Integrated Pest

Management

Conventional

Farming vs. Non-

conventional

Farming

Crop Pest

1. State what the Acronym

IPM means.

2. Explain the concept of

IPM.

3. Discuss

advantages/disadvantag

es of growing crop in

open field environment

4. Discuss

advantages/disadvantag


controlled environment

5. Identify and make a list

of resources needed to

grow given crops in

open field environment

6. Identify and make a list

of resources needed to

grow given crops in

controlled environment

7. Research crop pest

management measures

and develop strategies

suitable for IPM, and

make presentation to

class

8. Outline characteristics

Students will:

1. Select the resources to

grow crops in open field

environment

2. Select crops to be grown

in open field and/or in

controlled environments

3. Design forms for daily

record keeping

4. Research, develop

Inventory record form

5. Design the proposed

growing area

6. Create a list of resources

required to implement

the design growing

1. Clearly explain

advantages/disadvantage

s of IPM.

2. Advantages/disadvantag


open field/controlled

environment clearly

explained

3. Resources needed to

grow given crops in

open field/controlled

environment listed

4. Samples of important

records created

5. Required resources

selected from available

resources options

6. Projected production

levels calculated

accurately according to

enterprise/industry

standards

7. Select crops to be grown

based on planting

environment correctly

8. Identify possible pest

189

3 weeks

Farm Records

of common pests

9. Demonstrate knowledge

of the life cycle pests

10. Discuss stages of

infestation of crops

11. Identify types of records

to be kept

- Budget

- Inventory

- Income & Expenditure

- Profit & Loss

- Crop Rotation

- Crop Protection (treatment)

- Production

7. Develop a budget

8. Develop a projected and

actual budget for the

crop to be produced

9. Use a spreadsheet to

develop

records/schedules of:

Planting date

Crop mortality

Inventory

Cultural activities

Weed and insect pest

present in area

Pest damage to crops

based crop damage

observed

9. Select and justify Pest

management

10. Develop mechanical

pest and disease control

procedures

Unit Test 1

11. Prepare basic partial and

complete budgets

12. Create simple business

documents, especially

for record keeping

13. Develop a plan/schedule

of activities for an

enterprise

14. Spreadsheets used to

generate required

records

15. Present schedule of

190

Types of pest

management practices

performed

Beginning and ending of

pest management

programme

Observations made

before, during and after

integrated pest

management programme

Projected and actual

yields

Develop conclusion and

recommendation based

on findings

tasks on spreadsheet(s)

16. Accurate budget

projections done for

designed projects

17. Designed Pest

management plan for

implementation

18. Develop integrated pest

management

programmed

19. Create safety charts

20. Develop marketing plan

21. Develop harvesting and

packaging procedures to

suit market requirements

Unit Test 2

Mini-Enterprise

8 weeks Entrepreneurship Create an agricultural project

idea from an observed problem

or need.

1. Design a mini-business

concept to solve the

problem or satisfy the

need.

2. Carry out a feasibility

study/market survey of

the project to be

completed. Use online

search tools to aid

investigation and

research

1. Daily record sheets

designed to collect

relevant data

2. Budgets developed;

guided by outcome from

discussions.

3. Flowcharts developed

and created

4. Charts showing steps in

decision-making process

created and displayed

5. Capital (funding)

successfully raised

6. Management committee

1. Design a simple

production project from

an observed need

2. Determine the type and

extent of data to be

collected to establish a

business enterprise.

3. Design a simple,

‘virtual’ production

project from an

observed need

191

3. Formulate a

management committee

that will oversee the

operations of the project

4. Develop forms for

keeping record of mini-

enterprise using

appropriate software

5. Discuss complete and

partial budget and

develop one of each for

the enterprise

6. Use software tools to

prepare flow charts to

show major factors to

be considered for a

chosen agriculture

career

7. Identify creative means

of sourcing capital

(funding) for the project

8. Plan a step by step

outline of how the

project will be executed

9. Identify a project that

can be completed within

a term

10. Create and display

charts depicting the

steps in the decision

making

11. Process using

appropriate display

overseeing project

formed and

installed

7. Step by step methods

and procedures to be

executed and outlined

8. Conduct research in

groups to investigate the

different career paths in

connection with the

enterprise (project)

.

4. Collect and input data

5. Evaluate data

6. Identify the resources

necessary to operate a

given enterprise

7. Create simple business

documents, especially

for record keeping

8. Develop a plan/schedule

of activities for an

enterprise

9. Select a career pathway

and develop a career

plan outlining the

academic requirements

necessary to access this

career path.

Unit Test 3

192

media.

12. Display a written plan

for the selected

project/enterprise.

13. Develop a list of all

resources needed and

use this list to determine

projected expenditure

for the project.

14. Prepare a partial and a

complete budget for the

project (projected

income and

expenditure)

193

FOOD & NUTRITION

194

INTRODUCTION

This Syllabus is meant to be used as a tool for Grade Nine parents/guardians and students to guide them of the required learning outcomes for the academic year for Food

Nutrition and Health. Food Nutrition and Health is offered on a semester basis. This is subject to minor change/s as the needs arise in the academic year.

Suggested Texts:

Home Economics for Caribbean Schools latest edition Cynthia Marchand, et al.

Caribbean Home Economics in Action Book 3 Fully Revised; Dr Theodora Alexander et al (available in class).

A Workbook for Food and Nutrition Students, 3rd

Edition by Joan Davis-Williams.

Assessments

195

Unit Duration Topic Specific Objectives Suggested Teaching Strategies Assessment

First/Second

Semester

Week 1 REVISION OF

GRADE 8 EXAM

PAPERS


Answer at least 80 % of

questions from the grade 8 past

exam paper

Question and Answer

Discussion

Clarification

Answering oral questions from the past grade Home and

Family Management 8 paper

Nutrition

Overview

Weeks 2-4 Nutrition

Overview

Define Terms –

Food, nutrition, nutrients,

nutritional status and

assessment, diet, balanced diet,

health, malnutrition- over and

K-W-L strategy

Online Research

Discussion

Peer Learning

Grouping

Students will assist in the formulation of

definitions

Conduct anthropometric activity (weight, height,

BMI)

Conduct online research present findings

Create posters to advise persons about the health

196

undernutrition,

macro and micronutrients.

List five signs of good

and poor nutrition,

Advise persons about

diet related health

problems: obesity,

diabetes, hypertension,

heart disease and iron

deficiency anemia

-definition

-symptoms

-prevention/control

-suitable foods or dishes

problems

Written quiz

Debating

Assess nutrition facts regarding food labels

Unit

Duration

Topic

Specific Objectives

Suggested Teaching Strategies

Assessments

Food

Preparation

Week 5 Cooker/Stoves List 3 types of cookers

4 Factors to consider

when choosing cookers

Name 4 main parts of

the cooker

Outline 3 points to bear

in mind when using the

Discussion

Questioning

Tutorial

Demonstration

Complete pages in the Food and Nutrition workbook.

Demonstrate correct procedure for igniting the hob and

oven.

Food and Nutrition Workbook pages 41-42

197

cooker

Explain how to care for

the cooker

State 3 specific

features of a modern

cooker

Caribbean Approach. Book 2 pages 75-77

Weeks 6 -7 Principles of

cooking

Name three types of

heat transfer used in

cooking foods

Describe three

methods of heat

transfer using labeled

diagrams

Define cooking

State five reasons for

cooking

List five methods of

cooking - Roasting,

stewing, grilling,

baking, frying and

boiling

Explain each method

and two guidelines for

success

State two advantages

and disadvantages of

each method

Identify four suitable

foods for each cooking

Demonstration

Discussion

Questioning

Peer Tutorial

Online and offline

research

Note taking

Graded group presentations on findings the

method of cooking assigned to groups.

Practical – Prepare and display meal prepared by

grilling and baking

-

-Grilled chicken

-Baked potatoes

-Tossed/arranged vegetable salad

Complete pages 65-69 in food and nutrition

workbook.

Maintaining hygienic work ethic during food

preparation.

Home Economics for the Caribbean Schools

Chapter 6

Activity: Students will attractively display three

foodsprepared by the cooking method assigned to

their groups.

198

method

Workbook pages 65-69

Week 8 UNIT TEST Students should be able to

achieve at least 85% in a

written assessment based on

topics covered in weeks 1-6.

UNIT TEST

Unit

Duration

Topic

Specific Objectives


Assessment

Weeks 9 - 10 Cake Making Students should be able to:

Name and describe five

methods of cake

making

List the basic

ingredients used

State the function of

each ingredient

Faults, causes and

remedies in cake

making: tough, heavy

texture, sunken middle

and cracked top

State the position in

Research

Discussion

Tutorial

Questioning

Demonstration

Quiz

Food and Nutrition Work Book pages 73-80

Home Economics for Caribbean Schools Chapter

16

Activities: Brochure on cake making to include

objectives

Practical– Decorated Cupcakes (Creaming method)

199

oven and suitable

temperature

Unit

Duration

Topic

Specific Objectives


Assessment

Weeks

11- 12

Pastry Making

Terms Associated with

Pastry: pastry, dough,

relax, baked blind

Choice and function of

ingredients

Four guidelines for

making short crust

pastry

Basic tools used in

pastry making: rolling

pin, pastry board,

pastry cutter, food

brush, pie pan& pastry

blender

Grouping

Research

Demonstration

Presentation

Quiz

Chart making- group activity

Home Economics for Caribbean Schools Chapter

17

Activities: Project to include terms and pictures of

tools used in pastry

Practical: Preparing sweet and savoury items using

short crust pastry:

Plantain Tarts/Gizzadas (sweet)

Ackee/Vegetable Cups (savoury)

Week 13 Food Preservation Students should be able to:

Reasons for preserving

K-W-L Strategy

Grouping

Home Economics for Caribbean Schools Chapter 4

Field trip: Scientific Research Council/ Preservation

200

foods

Methods/Principles of

food preservation:

Freezing, Drying, Heat

Treatment, Treatment

with chemicals

preservatives (salt,

sugar and vinegar)

Class experiments

Home work: Food Preservation research

Week 14 UNIT TEST Students should be able to

achieve at least 85% in a

written assessment based on

topics covered in weeks 7-10.

Week 15 Product

Development


Briefly Define and Explain the

Stages of product

development

Packaging and labeling

Grouping

Presentation

Guided discovery

learning/Researching

Oral quiz

Group Activity:

Develop an original product using pastry, cake, jams and ready prepared dishes using indigenous foods

Conduct a needs assessment/market survey

Prepare a sample of the product/itemand conduct sampling of the product

Design and make food labels

Package the product

201

Week 16 Revision of all

topics done

INDUSTRIAL

TECHNIQUES

202

UNIT TOPIC DURATION SPECIFIC OBJECTIVES

At the end of the lesson students should be able to:

SUGGESTED TEACHING

ACTIVITIES

ASSESSMENT

Unit 1 – Operating Power

Equipment

Introduction to

Portable and

Stationary

Machines.

1week 1. Differentiate between portable tools and stationary

machines

2. List at least five (5) types of portable tools

3. List at least five (5) types of stationary machine

4. State at least three (3) safety precautions when

operating machine tools

5. Identify safety zones and colours when operating

machines

Students observed

individually or in groups as

they execute tasks:

Using tools and equipment

Practicing health, safety and

environmental protection

habits Evaluating and

modifying as work

Assignment on the different types

of Portable and Stationary

Machines in the form of pictures

and a brief explanation

Unit 2 – Fundamentals of

Design and Drafting Constructing

and

Bisecting

Angles

Constructing

plane figures

5week

1. Geometrically constructing and bisecting angles

accurately ranging from 300- 150

0

2. Name at least three (3) types of quadrilaterals

3. Geometrically constructing a square, rectangle,

rhombus and parallelogram given specific

measurements.

4. Name at least three (3) types of polygons

5. Accurately use Technical Drawing principles to

draw angles, quadrilaterals, circles and arcs,

polygons and other plane figures

Constructing and Bisecting

Angles

600

300

900

450

112.50

750….etc

Constructing plane figures

Quadrilaterals

Accurately use Technical Drawing

principles to draw angles,

quadrilaterals, polygons and other

plane figures

203

Polygons

Unit 3 – Sketch and

Design Design

Processing

4week 1. Concept mapping and brainstorming ideas and

derive a concept for the solution for…….

2. Demonstrate freehand sketching principles in the

drawing of design solutions

3. Create two dimensional sketches or drawings of the

proposed project

Conceptualize a solution to

the need through group

discussion and exploration of

resources and materials

Discuss possible alternatives

Group/peer interaction/activities

observed to ascertain effectiveness

of teamwork and group dynamics

among

students.

Questioning techniques used to

determine students’ ability to plan

effectively.

Rubric used to quantify and

qualify students’ competence in

planning and logistics.

Unit 4 – Model making

and Construction

Title of project 4week 1. Create designs to communicate ideas for the solution

as well as evaluate and modify designs based on

critiques and group discussions.

2. Identify available resources and materials to carry

out the given tasks

3. Select appropriate resources best suited to complete

assigned tasks

4. Apply a sequenced approach to the development and

construction of project.

Construction Process

Layout

Cutting

Assembly

Finishing* (Major Topic)

Students observed individually or in

groups as they execute tasks:

Using hand tools and powered

Practicing health, safety and

environmental protection habits

Evaluating and modifying as work

progresses

Finishing given tasks to approved

standards

Unit 5 – Production and

Marketing Techniques 3weeks 1. List at least five (5) components of a b business plan

2. Differentiate between production and marketing

3. Select the most feasible business ideas to determine

type/mode of mini enterprise

Business modelling through

the establishment of a mini

enterprise

Group activities observed to

ascertain effectiveness teamwork

and group dynamics among

students